Home » Posts tagged 'PARCC'
Tag Archives: PARCC
“Democracy works best when we prepare students to be critical thinkers who are creative problem solvers and question authority–CCSS are preparing students to be obedient worker bees. Ask yourself why students at elite private schools aren’t being subjected to CCSS or PARCC testing? If these standards and tests are so essential to a great education, wealthy parents would be clamoring to have them for their own children. In fact, exactly the opposite is happening. CCSS and unfair, rigged exams like the PARCC are for the unwashed, undeserving poor and middle class.”
–Dr. Terri Reid-Schuster
PhD in developmental literacy
currently works as a reading specialist in Oregon, IL
I have an enviable viewpoint: I am retired after 34 years as an educator. I loved being in the classroom, but then I received an incredible opportunity to work with the entire student body. I spent 14 years as a computer lab teacher. That job began as the ultimate in creativity and technology curriculum development and disintegrated into the role of babysitter so teachers could attend their Professional Learning Community (PLC) meetings and the role of proctor for the Measures of Academic Progress (MAP) exams. Then I ($$$$$) was replaced by an assistant ($) and offered a job in the classroom again. The enviable part is that I only put in three years as a classroom teacher during the current epoch of Testing and Tears. At that point, I had more than enough time in the system to say, “I will not do this to kids or to myself anymore.” I walked away at the end of the school year. Since I am blogging about education issues, it is obvious I have not stopped caring.
I recently read a blog post written by a colleague who teaches reading to sixth graders in New York state. She has to teach using modules aligned with CCSS and to subject her students yearly to the NYS high stakes test. Those tests sound comparable to the PARCC exams. Her post “I Am That Teacher” (https://standingupforthefuture.wordpress.com/2015/03/22/I-am-that-teacher/) describes how she wants to be thought of by her students as “that teacher.” Her post is the inspiration for my thoughts on how I hope my students remember me and my time with them. I will be writing from an Early Childhood perspective with a touch of PreK-6th grade computer instruction. I will be addressing my thoughts to my students as I used to do in a daily letter to them, but I hope that current teachers will get some ideas of what a classroom can be like without CCSS. Perhaps, if you are a renegade, you will feel support as you try to sneak in real instruction. Hats off to the blogger of STANDINGUPFORTHEFUTURE! You are a kindred spirit, and I know your students will remember you with smiles.
The information I want to share is much too long for one blog post, so I have divided it into sections (letters). I hope you will follow me and return to read these letters. Also, I encourage you to read the original post of “I Am That Teacher” for more inspiration.
One of the strongest arguments seems to be that if fewer than 95% of the students take the test, then the school’s grade will be low. For example, according to the Zannesville Times Recorder, “The consequences, however, mean the district and child’s teacher will not be given credit for progress that is made, affecting the school’s department of education report card and educators’ individual evaluations.”
So, it’s always good to ask yourself, “what is the worst thing that could happen?” In this case if fewer than 95% of the students take the test, across the board, then the affected districts and state departments of education would have to admit defeat and develop a new plan. And that sounds like a great plan to me!
Who seriously thinks a state is going to give a rating of “F” to all of its schools?
High school students, teachers, and parents are being told that instead of civil disobedience, they should take their concerns to school administrators, school boards, state legislators, the governor, and the Department of Education. That advice sounds really good except for the fact that people have already written letters and made phone calls to the appropriate people and their concerns have been ignored. School districts publish official statements provided by state departments of education that attempt to explain why they are wasting so much instructional time on testing and contributing so much to Pearson’s coffers. Pearson constructed the PARCC tests and the test preparation materials that support the test. They are also the ones that mandate a blackout on test discussions. The people who need to make changes, from the district level all the way up to the political powers in each state, are ignoring the real problems in the name of better education for our children and are lining their pockets at student expense.
Opting-out is not an easy decision. Parents receive a lot pressure from school districts to “do the right thing.” Students are putting themselves at risk for a variety of unspecified punishments. Since the decision makers obviously underestimated the anger of the people, they have not yet decided what the consequences of this civil disobedience will be. Threats have included not being allowed to graduate and suspension. Teachers are caught in the middle between a system that financially supports their families and a career that focuses on doing the right thing for students.
Opting-out has certainly gotten the attention of policy makers at all levels. Now what will they do about it?