Excellent article from the Santa Barbara Independent. Hat tip to the Schools Matter Blog.
The Failure of Testing to Address Actual Proficiency
My wife had a group of elementary school kids do a scavenger hunt at the Farmers Market to gather fruits and vegetables for a "tasting day" at school. On the morning of the tasting, big banners hung from the cafeteria ceiling for all to see--Tasting Day. A child walked into the cafeteria and visibly slumped, his smile vanished, and his eyes clouded. When my wife approached him, he said, "I thought we were done with testing."
Welcome to the post-accountability No Child Left Behind (NCLB) world, where no child is left untested. Are today’s students better readers and mathematicians than 10 or 20 years ago? Has all this emphasis on content standards, annual testing, and exit exams worked? No. It is time to recognize that the standards-based, test-driven, school-accountability movement has failed. After 10 years, these measures have not improved education.
NCLB is based on the idea that after 12 years of testing and punishment for under-achieving students and schools, 100 percent of the nation’s students will be English and math proficient. For the last six years of NCLB, national reading proficiency has remained nearly flat. Math proficiency has improved, but at the same pace as before NCLB. Now we face a balloon payment of proficiency. For the next six years, students climb the Everest of proficiency, during which all students--regardless of language, ethnicity, economic status, or disability--must rise to 100 percent proficiency.
Given that only 24-34 percent of the nation’s students have been proficient readers for the last 20 to 30 years, it would take a miracle to achieve a national policy of Only Half Our Children Left Behind. On this preposterous road to universal proficiency, we abandoned the idea that education is about more than annual test performance. Millions of tax dollars were given to private test companies like ETS and McGraw-Hill. Art, music, and shop classes vanished. Average class size grew. More kids dropped out.
In 2005, Harvard’s Civil Rights Project conducted a study that tracked California 9th graders during four years to gauge how many received their diploma by the end of 12th grade. Only 71 percent of these 9th graders graduated with their peers. Twenty-nine percent--nearly a third--had disappeared from public school four years later. Minorities fared worst: 42 percent of African Americans, 40 percent of Latinos, and 48 percent of Native Americans did not graduate high school.
No one noticed that the blind academics-only routine was driving fragile, disadvantaged teens out onto the streets. Consider the schedule of a below-proficient high school student: two English classes, two math classes, a science, a history, maybe physical education, and no electives, sports, art, shop, or music. Or consider the teacher--required to teach only specific standards at a mechanical pace. The pace dictated by the "if it’s October, this must be Standard 5" calendar. No adaptation was made for the learning needs of individuals. Teachers were told to teach the test, not students.
Decoupling what is taught from what students know is the single greatest flaw in the accountability movement. Having a common set of standards for every subject makes some sense. It is easy, however, to list everything we’d like kids to know. The hard part is getting them to care about learning it.
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