TeachersofConscience:PositionPaper April,2014

ReformsandtheThinkingCurriculum Educationeitherfunctionsasaninstrumentwhichisusedtofacilitateintegrationofthe youngergenerationintothelogicofthepresentsystemandbringaboutconformityorit becomesthepracticeoffreedom,themeansbywhichmenandwomendealcritically andcreativelywithrealityanddiscoverhowtoparticipateinthetransformationoftheir world.1 PauloFriere,PedagogyOfTheOppressed Wehavepatientlytaughtunderthepoliciesofmarketbasededucationreformsandhave longsinceconcludedthattheyconstituteasubversionofthedemocraticidealsofpublic education.Policymakershaveadoptedthereformsofbusinessleadersandeconomistswithout considerationforthediversestakeholderswhoseparticipationisnecessaryfortruedemocratic reform.Wehaveneglectedanimportantdebateonthepurposeandpromiseofpubliceducation whilestudentshavebeensubjectedtoyearsofexperimentalandshiftinghighstakestestswith noprovencorrelationbetweenthosetestsandfutureacademicsuccess.Thetestshavebeen routinelyflawedindesignandscoring,anddonotmeaningfullyinformclassroominstruction. Testscoreshavealsobeenmisappliedtotheevaluationofteachersandschools,creatinga climateofsanctionsthatismisguidedandunsupportive. InyourfirstspeechasChancellor,youspokeoftheimportanceofcriticalthinking,ora thinkingcurriculumineducation.Weknowyoutobeaproponentofcriticalpedagogy,partof theprogressiveeducationtradition.Asteachers,weholdcriticalthinkingandcriticalliteraciesin highestregard.Asprofessionals,weresolvetonotbepassiveconsumersofeducation marketingorunthinkingimplementersofunprovenpolicyreforms.Webelievecriticalthinking, artistry,anddemocracytobeamongthecornerstonesofpubliceducation.Wewantcreative, thinkingstudentswhoareequippedtobetheproblemsolversoftodayandtomorrowequipped totackleourmostvexingpublicproblems:racialandeconomicdisparity,discrimination, homelessness,hunger,violence,environmentaldegradation,publichealth,andallother problemsforeseenandunforeseen.Wewantstudentstolovelearningandtobeinsatiablein theirinquiries.However,itisabasictruismofclassroomlifeandsoundpedagogythat institutionalpoliciesshouldreflectthevaluesandhabitsofmindweintendtoimpartonour students.Itbecomesincongruous,therefore,tochargeourstudentstothinkcriticallyand question,whileburdeningourschoolswithpoliciesthatfrustrateteacherseffortstoimplementa thinkingcurriculum,perpetuatinghistoricinequalitiesinpubliceducation. TheCrisisofEducationandaCrisisofPedagogy Businessleadersandeconomistshaveusedreductiveargumentstoidentifyacrisisof educationwhilebrandingeducationalsuccesswordssuchasachievement,effectiveness,and
1

Friere,P.(1970).Pedagogyoftheoppressed.NewYork:HerderandHerder.

TeachersofConscience:PositionPaper April,2014

performanceassynonymouswithstandardizedtestscores.2 Themajorityofeducationpolicy decisionsarenowguidedbytestscores,makingstandardizedtestsanindispensableproduct. Marketbasedreformshavebeenanexcellentmodelofcorporatedemandcreationbrandingthe diseaseandsellingthecure.StanfordeducationprofessorLindaDarlingHammonddescribed policymakersmistakenrelianceonstandardizedtestswhenshewrote,Thereisasayingthat Americanstudentsarethemosttested,andtheleastexamined,ofanyintheworld.Wetest studentsintheU.S.farmorethananyothernation,inthemistakenbeliefthattestingproduces greaterlearning.3 Thenarrowpursuitoftestresultshassidelinededucationissuesofenduringimportance suchaspoverty,equityinschoolfunding,schoolsegregation,healthandphysicaleducation, science,thearts,accesstoearlychildhoodeducation,classsize,andcurriculumdevelopment. Wehavewitnessedtheerosionofteachersprofessionalautonomy,anarrowingofcurriculum, andclassroomssaturatedwithtestscoreraisinginstructionalpracticesthatbetrayour understandingsofchilddevelopmentandourcommitmenttoeducatingforartistryandcritical thinking.Andsonowwearefacedwithacrisisofpedagogyteachinginasystemthatno longerresemblesthedemocraticidealsortoleratesthecriticalthinkingandcritical decisionmakingthatwehopetoimpartonthestudentsweteach. ForProfitStandardizedTestsasSnakeOil Thekeystoneofmarketbasedreformshighlydependentontheminingandmisuseof quantifiabledatahasbeentheoutsourcingofstandardizedtestproductiontoforprofiteducation corporations.InNewYorkState,asingleBritishbasedcorporation,PearsonPLC,manages standardizedtestingforgrades38,giftedandtalentedtesting,collegebasedexamsfor prospectiveteachers,andNewYorkStateteachercertificationexams.Contractscurrentlyheld byPearsoninclude:$32.1millionfiveyearcontract,whichbeganin2011,forthecreationof EnglishLanguageArtsandMathassessments$6.2millionthreeyearcontractin2012tocreate anonlineeducationdataportal$1millionfiveyearcontract,whichbeganin2010,tocreateand administerfieldtests$200,000contractthroughtheOfficeofGeneralServicesforbooksand materials.4 PearsonsmanagementoftestinginNewYorkhasresultedinaseriesofhighprofile errors.In2012,questionspertainingtoan8thgradeELApassageaboutapineappleandahare

Ravitch,D.(2013,September15).DianeRavitch:Schoolprivatizationisahoax,reformersseekto destroypublicschools.Salon.RetrievedFebruary21,2014 from:http://www.salon.com/2013/09/15/diane_ravitch_school_privatization_is_a_hoax_reformers_aim_to_des troy_public_schools/ 3 DarlingHammond,L.(2013,April10).Testandpunishsabatogesqualityofchildrenseducation. StanfordCenterforOpportunityPolicyinEducation.RetrievedFebruary21,2014from: http://edpolicy.stanford.edu/blog/entry/753

4

Bakeman,J.(2013,July29).Watchdogreport:Onecompanydrivestestforteachersandstudents. WGRZ.com.RetrievedFebruary21,2014from:http://archive.wgrz.com/news/article/221321/37/Watchdog ReportOneCompanyDrivesTestsforStudentsandTeachersinNY

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hadtobethrownoutaftertheywerefoundtobenonsensical.5 Itwasalsodiscoveredthattest questionshadbeenpreviouslyusedbyPearsoninotherstateexams.Intotal,29questionshad tobeeliminatedfromtheteststhatyear,promptingNewYorkStateBoardofRegents ChancellorMerrylTischtocomment,"Themistakesthathavebeenrevealedarereally disturbing.Whathappenshereasaresultofthesemistakesisthatitmakesthepublicatlarge questiontheefficacyofthestatetestingsystem."6 Thatsameyear,7,000elementaryandmiddle schoolstudentswerebannedfromtheirgraduationceremoniesaftertheyweremistakenly recordedashavingfailedtheirstatetests.7 In2013,aversionoftheELAstatetestforeighthgraderscontainedareadingpassage thatwasincludedintestprepmaterialspublishedbyPearson,givingschoolsthathad purchasedthosematerialsanunfairadvantage.8 TheTeachersCollegeReadingandWriting Projectestablishedawebsitefollowingthe2013ELAteststosolicitfeedbackfromteachers. TeacherswidelycriticizedPearsonsinterpretationofCommonCorestandardsfortheclose readingofnonfictiontexts.9 Teachersalsocitedmanyinstancesofpoorlyworded,confusing, andunanswerablequestionsaswellaswidespreadreportsofstudentsrunningoutoftime.10 Also,in2013,Pearsonmadethreeerrorsinscoringtestsforgiftedandtalentedprograms resultingin2,700studentsbeingmistakenlytoldthattheywereineligible.11 Amonthlater,a seconderrorwasfound,qualifyinganadditional300studentsforseats.12 Asidefromtestingerrors,Pearsonhasbeenaccusedofviolatingstatelaw.In December,Pearsonreacheda$7.7millionsettlementwiththeNewYorkStateAttorney Generalsofficeafteritwasrevealedthatitscharity,thePearsonFoundation,wasusedtoseek anendorsementsanddonationsfromtheBillandMelindaGatesFoundationforaseriesof coursesbasedonCommonCoreLearningStandards.Pearsonintendedtosellthecourses

Hartocollis,A.(2012,April20).Whenpineappleraceshare,studentslose,criticsofstandardizedtests say.TheNewYorkTimes.RetrievedFebruary21,2014from:http://www.nytimes.com/2012/04/21/ nyregion/standardizedtestingisblamedforquestionaboutasleevelesspineapple.html 6 Fleisher,L.(2012,May9).Testerrorsdrawnewcriticism.TheWallStreetJournal.RetrievedFebruary21, 2014from:http://online.wsj.com/news/articles/SB10001424052702304203604577394492500145150 7 Gonen,Y.(2012,July26).7,000citystudentswronglyblockedfromattendinggraduation.NewYorkPost. RetrievedFebruary21,2014from:http://nypost.com/2012/07/26/7000citystudentswronglyblocked fromattendinggraduation/ 8 Lestch,C.(2013,April19).Practicematerialfoundonupstateexamsboostscores,hurtscitykidstallies. DailyNews.RetrievedFebruary21,2014from:http://www.nydailynews.com/newyork/practice materialfoundupstateexamsarticle1.1321448 9 Calkins,L.(2013,June11)InthewakeofELAexam...LessonsfromNYS.TeachersCollegeReading& WritingProject.RetrievedFebruary21,2014from:http://readingandwritingproject.com/news/2013/06/11/ IntheWakeoftheELAexamLessonsfromNYS.html 10 OConnor,J.(2013,April19).NewYorkstudentsstruggletofinishcommoncoretestsintimeallowed. StateImpact.RetrievedFebruary21,2014from:http://stateimpact.npr.org/florida/2013/04/19/newyork studentsstruggletofinishcommoncoretestsintimeallowed/ 11 Baker,A.(2013,April19).MoreinNewYorkCityqualifyasgiftedaftererrorisfixed.TheNewYork Times.RetrievedFebruary21,2014from:www.nytimes.com/2013/04/20/education/scorecorrections qualifynearly2700morepupilsforgiftedprograms.html 12 Baker,A.(2013,May10).Newerrorfoundinscoringoftestforgiftedprograms.NewYorkTimes. RetrievedFebruary21,2014from:http://www.nytimes.com/2013/05/11/education/newerrorfoundintest scoringforgiftedprograms.html

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commercially,profitingfromtheendorsements.13 StandardizationandthePrivatizationofPublicEducation Theblurringoffoundationandcorporatepurposeshasbeenquitecommonintheeraof marketbasededucationreform.TheBroad,Walton,andBill&MelindaGatesfoundationsare oftencitedasthesuperfundersofthereforms.14 TheGatesFoundationwastheprimary underwriterforthedevelopmentoftheCommonCoreStateStandards.Nationalstandardization isaprimarygoalofthereformsbecauseitcreatesanincentiveforprivateinvestment.The diversityoftheAmericansystemofeducationcreatesdisparatemarketsandreformersare wellawareoftheproblemsitposesforinvestment. Educationaldisparity,notstandardization,hasbeenadistinguishingcharacteristicofthe AmericanEducationsystemalongwiththeenduringeffectsofschoolsegregationandinequality. Standardsandlearningobjectiveshavevariedwidelybystateandevenschooldistrict.The educationalphilosophiesandspecializationsofindividualschoolsaresimilarlydiverse,asare theinstructionalpracticesofteachers.Thereispotentialstrengthinadiverseschoolsystemthat isalsoabletoprovideequitableresourcesandreconciletheillsofschoolsegregationaschool systemthatcanadapttothediverseneedsofcommunitiesatalocallevelandinnovate.But educationaldiversitymakesthewidespreadadoptionofstandardizedproductsinfeasible.From theirinception,CommonCoreLearningStandardshavebeenheraldedasanopportunityfor privatizationandthestandardizationofeducationalproducts.BillGatesofferedthisexplanation totheNationalConferenceofStateLegislaturesin2009: Whenthetestsarealignedtothecommonstandards,thecurriculumwilllineupas wellandthatwillunleashpowerfulmarketforcesintheserviceofbetterteaching.For thefirsttime,therewillbealargebaseofcustomerseagertobuyproductsthatcanhelp everykidlearnandeveryteachergetbetter.Imaginehavingthepeoplewhocreate electrifyingvideogamesapplyingtheirintelligencetoonlinetoolsthatpullkidsinand makealgebrafun.15 Ina2011OpEdpieceintheWallStreetJournalentitledTheSteveJobsModelFor EducationReform,RupertMurdochpresentedasimilarperspective: Everythingweneedtodoispossiblenow.Buttheinvestmentstheprivatesectorneeds tomakewillnothappenuntilwehaveaclearanswertoabasicquestion:Whatisthe

13

Hernndez,J.(2013,December12).Educationalpublisherscharity,accusedofseekingprofits,willpay millions.TheNewYorkTimes.RetrievedFebruary21,2014from:http://www.nytimes.com/2013/12/13/ nyregion/educationalpublisherscharityaccusedofseekingprofitswillpaymillions.html?_r=0 14 Barkan,J.(2011)Gotdough?HowBillionairesruleourschools.DissentMagazine.RetrievedFebruary21, 2014from:http://www.dissentmagazine.org/article/gotdoughhowbillionairesruleourschools 15 Gates,B.(2009,July21).Remarkspreparedforthenationalconferenceofstatelegislators.Retrieved February21,2014from:http://www.gatesfoundation.org/mediacenter/speeches/2009/07/billgatesnational conferenceofstatelegislaturesncsl

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corebodyofknowledgeourchildrenneedtoknow? Idon'tpretendtobeanexpertonacademicstandards.Butasabusinessleader,Ido knowsomethingabouthowcommonstandardsunlockinvestmentandunleash innovation.Forexample,onceweestablishedstandardsforMP3andWiFi,innovators hadeveryincentivetoinvesttheirbrainsandcapitalinbuildingtheverybestproducts compatiblewiththosestandards.16 Inall,45statesandtheDistrictofColumbiahaveadoptedtheCommonCorestandards. Suchsweepingnationalalignmentonstandardizationisunprecedentedinaneducational systembuiltonstateandlocalcontrol.Federallawprohibitsthefederalgovernmentfrom prescribingcurriculum,soitisuncommonthatfederalpolicieswouldsucceedininfluencing nationalstandardizationandcurriculum.However,stateseagerlyadoptedthevoluntary CommonCorestandardsalongwithtestcentricpoliciestocompetefor$4.35billioninRaceto theTopfederalfunding.NewYorkstatewasawardedthelargestportionofthefundingat$700 million.ConsideringthatNewYorkCitysannualeducationbudgetaloneis$24.8billion,the onetimeawardof$700millionwasasmallpriceforthefederalgovernmenttopayinorderto enshrineCommonCorestandards,datasystems,valueaddedteacherevaluations,and testcentriccurriculuminourstateeducationlaws. UnlockingInvestment:PublicTaxDollarsandPrivateVendors WithCommonCorestandardsvoluntarilyendorsedbyalargemarketof45states, educationcorporationsareinvestingasforetoldbyGatesandMurdoch.NewYorkState recentlyspent$28millioninRaceToTheTopfederaltaxpayerdollarstohavefourcompanies developMathandEnglishLanguageArtscurriculum.17 $14millionofthe$28millionwas awardedtoacompanycalledCommonCoreInc.todevelopCommonCorealignedmath curriculum.18 Thecurriculumwasincompleteatthestartofthe20132014schoolyear.Although thecurriculumwasdesignedforNewYork,itsCommonCorebasedcontentisapplicabletoall statesthathaveadoptedthestandards,makingitpossibleforthecompanytoresellitscontent tootherstates.19 TheBillandMelindaGatesFoundationhastakenfurtherstepstomakepubliceducation, andeducationtaxdollars,accessibletocorporationsbyminingstudentdata.TheGates foundation,withcosponsorshipfromtheCarnegiefoundation,spent$100milliontocreate
16

Murdoch, R. (2011, October 15). The Steve Jobs model for education reform. The Wall Street Journal. Retrieved February 21, 2014 from: http://online.wsj.com/news/articles/ SB10001424052970203914304576631100415237430 17 Bakeman,J.(2013,November21)Teacherswaitfornextchapterof$28.3millioncurriculum.Capital. RetrievedFebruary21,2014from:http://www.capitalnewyork.com/article/albany/2013/11/8536421/ teacherswaitnextchapter283millioncurriculum 18 Burris,C.(2013,November24).FollowingCommonCoremoney:Wherearemillionsofdollarsgoing?The WashingtonPost.RetrievedFebruary21,2014from:http://www.washingtonpost.com/blogs/answersheet/ wp/2013/11/24/followingthecommoncoremoneywherearemillionsofdollarsgoing/ 19 CommonCoreEurekaMath(2014).RetrievedFebruary21,2014from: http://www.wiley.com/WileyCDA/Section/id817670.html

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InBloom,aclouddatabasetostorestudentsprivatedatawiththehopethatitwouldbecomethe clearinghouseforminingdataacrossCommonCoreinvestedstates.20 Ninestates,including NewYork,originallyagreedtoparticipate,butamidprivacyconcerns,allofthestatesexcept NewYorkhavewithdrawn.InNovember,twelvepublicschoolparentsfiledalawsuitseekinga restrainingordertopreventstudentdatafrombeinguploaded.TheStateSuperiorCourtheard thecaseonJanuary10,2014.21 CommonCoreReformsandSkirtingDemocracy CommonCoreisaprivatelyfundedandprivatelymanagedinitiative,despitebeing brandedasastateledeffortinvolvingcontentexperts,teachers,researchersandothers.22 Thedesignandtheadoptionofthestandardslackedadequatepublicinvolvementandwasnot subjectedtolegislativeoversight.Despiteclaimsofcollegeandcareerreadiness,thestandards remainexperimentalthereisnoguaranteeoffuturesuccess.23 Themostsignificantflawinthe designprocesswastheexclusionofearlychildhoodeducationexperts.EdwardMillerandNancy CarlssonPaigereviewedthecommitteesformedtowriteandreviewtheCommonCore standardsandfoundthatnotasingleearlychildhoodteacherorexpertwasinvolved.24 Theyalso notedthatpubliccommentsonthestandardswereredactedanddonotreflectstrongobjections fromearlychildhoodeducatorsandresearchers.Forexample,in2010,morethan500early childhoodprofessionalssignedtheJointStatementofEarlyChildhoodHealthandEducation Professionals,whichstated: Wehavegraveconcernsaboutthecorestandardsforyoungchildrennowbeingwritten bytheNationalGovernorsAssociationandtheCouncilofChiefStateSchoolOfficers. ThedraftstandardsmadepublicinJanuaryconflictwithcompellingnewresearchin cognitivescience,neuroscience,childdevelopment,andearlychildhoodeducationabout howyoungchildrenlearn,whattheyneedtolearn,andhowbesttoteachthemin kindergartenandtheearlygrades.25
20

Lestch,C.(2013,March13).NewYorkparentsfuriousatprogram,InBloom,thatcompilesprivatestudent informationforcompaniesthatcontractwithittocreateteachingtools.NewYorkDailyNews.Retrieved February21,2014from:http://www.nydailynews.com/newyork/studentdatacompilingsystem outragesarticle1.1287990 21 Molner,M.(2013,December27).NewYorkbattleoverinBloom,dataprivacyheadingtocourt.Education Week.RetrievedFebruary21,2014from:http://blogs.edweek.org/edweek/marketplacek12/ 2013/12/new_york_battle_over_inBloom_data_privacy_heading_to_court.html 22 CommonCoreStateStandardsInitiative(2014)Process.RetrievedFebruary21,2014from: http://www.corestandards.org/resources/process 23 Ravitch,D.(2013,February26).WhyIopposecommoncorestandards:Ravitch.TheWashingtonPost. RerievedFebruary21,2014from:http://www.washingtonpost.com/blogs/answersheet/wp/2013/02/26/ whyiopposecommoncorestandardsravitch/ 24 Miller,E.&CarlssonPaige,N.(2013,January29).Atoughcritiqueofcommoncoreonearlychildhood education.RetrievedFebruary21,2014from:http://www.washingtonpost.com/blogs/answersheet/wp/ 2013/01/29/atoughcritiqueofcommoncoreonearlychildhoodeducation/ 25 AllianceforChildhood(2010,March2).Jointstatementofearlychildhoodhealthandeducation professionalsontheCommonCorestandardsinitiative.http://www.edweek.org/media/ joint_statement_on_core_standards.pdf

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ThestatementraisedconcernsthatCommonCorewouldleadtoanewseriesof standardizedtestsforyoungergrades,whichtheycharacterizedasunreliableand inappropriate.Atthebeginningofthe20132014schoolyear,parentsatCastleBridge ElementaryschoolinWashingtonHeightsrefusedtohavetheirchildrensubjectedtoaseriesof newstandardizedtestsbasedontheCommonCore.Parentswrote,Tothecityandstate DepartmentsofEducation:testingK2childrenisnotacceptableanddevelopmentally inappropriate,excessive,anddestructive.26 CastleBridgesactofcivildisobedienceisalogicalresponsetoastateEducation Departmentthathasprovenobstinatetodissentingopinionwhile,themselves,pursuingpolicies thatskirtthedemocraticprocess.Lettershavebeenwritten,petitionssigned,andforumsheld, buttherehavebeenfewsignsofdemocraticrepresentation.Inreferencetoadissentladen listeningtour,StateCommissionJohnKingconcluded,Ithinkthedebateaboutwhetherwe needhigherstandardsisasettleddebate.Itisreallyaquestionofhowdowecontinuetosupport peoplethroughtheimplementation.27 Inotherwords,thestatesadoptionofCommonCore alongwithitsaccompanyingtestsandcurriculumtheBoardofRegentschoicepackageof higheralbeituntestedstandardsisasettleddebate,andteachersareexpectedtobedutiful implementers. TheVoicesofDissent InAprilof2013,VeteranteacherGeraldJ.Conti,asocialstudiesteacheratWesthillHigh SchoolinSyracuse,NewYork,becamefedupwithplayingtheroleofdutifulimplementerand submittedhisletterofresignation.Intheletter,hecitedCommonCoreandincessant highstakestestingascreatinganatmosphereofdistrustandadramaticandrapiddecaying ofmorale.Heconcluded,AfterwritingallofthisIrealizethatIamnotleavingmyprofession,in truth,ithasleftme.Itnolongerexists.28 Inalettertoher8thgradestudents,veteran8thgrade teacher,RuthAnnDandrea,describedthe2012NewYorkStateELAtestasatestyouneedto fail.Incharacterizingthepedagogicaldilemmateachersfindthemselvesinastest administrators,sheaddressedherstudentsdirectly:Continuetoquestion.Iapplaudyou, samplewriter:Whenaskedtheeither/orquestion,youbeganyourresponse,Honestly,Ithinkit isboth.Youwereright,andyouwerebrave,andthetestyouweretakingwasneither.29
26

Ravitch,D.(2013,October29).CastleBridgeparentsspeakoutagainststandardizedtesting.Diane RavitchsBlog.RetrievedFebruary21,2014from:http://dianeravitch.net/2013/10/29/castlebridge parentsspeakoutagainststandardizedtesting/ 27 Baker,A.(2013,November17).Atforums,NewYorkstateeducationcommissionerfacesabarrageof complaints.TheNewYorkTimes.RetrievedFebruary21,2014from: www.nytimes.com/2013/11/18/nyregion/ atforumsstateeducationcommissionerfacesabarrageofcomplaints.html 28 Conti,J.(2013,April6)TeachersresignationletterMyprofession...nolongerexists.TheWashington Post.RetrievedFebruary21,2014from:http://www.washingtonpost.com/blogs/answersheet/wp/ 2013/04/06/teachersresignationlettermyprofessnnolongerexists/ 29 Dandrea,R.(2012,March23)Atestyouneedtofail:Ateachersopenlettertoher8thgradestudents. CommonDreams.RetrievedFebruary21,2014from:https://www.commondreams.org/view/2012/03/238

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Anothereducator,CarolBurris,hasbeenconsistentinherdissentfrommarketbased reforms.SheisPrincipalofSouthsideHighSchoolintheRockvilleCentreSchoolDistrictand wasnamedEducatoroftheYearin2010andHighSchoolPrincipaloftheYearin2013bythe SchoolAdministratorsAssociationofNewYorkState.Inresponsetotheoutcomesofthe2013 statetests,sheandsevenofhercolleagueswroteanopenlettertoparentsandchildrenofNew YorkStatethatwascosignedby545principalsand3,000additionalsupporters.Theauthors wrotecandidlyaboutwhatisknownandunknownaboutthestatetestingprogram. Pleaseknowthatwe,yourschoolprincipals,careaboutyourchildrenandwillcontinueto doeverythinginourpowertofilltheirschooldayswithlearningthatiscreative,engaging, challenging,rewardingandjoyous.Weencourageyoutodialoguewithyourchilds teacherssothatyouhaverealknowledgeofhisskillsandabilitiesacrossallareas.If yourchildscoredpoorlyonthetest,pleasemakesurethathedoesnotinternalize feelingsoffailure.Webelievethatthefailurewasnotonthepartofourchildren,but ratherwiththeofficialsoftheNewYorkStateEducationDepartment.Thesearethe individualswhochosetorecklesslyimplementnumerousmajorinitiativeswithoutproper dialogue,publicengagementorcapacitybuilding.Theyaretheindividualswhohave failed.30 ThatsamecoalitionofprincipalswroteascathingcritiqueoftheAnnualProfessional PerformanceReviewlegislation(APPR),whichbasedprincipalandteacherevaluationson studentstestscoresusingvalueaddedmodeling.Theletterwassignedby1,539principals, overonethirdofallprincipalsinNewYorkState,alongwithover6,100supporters. We,PrincipalsofNewYorkStateschools,concludedthattheproposedAPPRprocess isanunprovensystemthatiswastefulofincreasinglylimitedresource.Moreimportantly, itwillprovetobedeeplydemoralizingtoeducatorsandharmfultochildreninourcare. Ourstudentsaremorethanthesumoftheirtestsscores,andanoveremphasisontest scoreswillnotresultinbetterlearning.31 AgroupofeightTeachersofTheYearinNewYorkwroteaseparatelettertotheBoard ofRegents,voicingsimilarconcerns: Itiswithsadness,painandfrustrationthatwewritethisletter.We,theundersignedNew YorkStateTeachersoftheYear,aredeeplyconcernedaboutrecentchangestothe StateEducationDepartmentsAnnualProfessionalPerformanceReviewsystem.These

30

Fougner,etal.(2013,November21).Lettertoparentsabouttesting.NewYorkPrincipals.Retrieved February21,2014from:http://www.newyorkprincipals.org/lettertoparentsabouttesting 31 NewYorkStatePrincipals(2013).UpdatedAPPRletterswithsignatories.RetrievedFebruary21,2014 from:http://www.newyorkprincipals.org/waiverrequest/updatedapprletterwithsignatories4

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changes,whilepoliticallypopular,willneitherimproveschoolsnorincreasestudent learningrather,theywillcausetangibleharmtostudentsandteachersalike.32 CarolBurrisinitiatedapetitiontoGovernorCuomoandthestatelegislaturecallingfora moratoriumonhighstakestesting.Theletterreceived14,100signatures. We,theundersigned,supporthigherstandardsthatarereasonablydesigned, implementedwithcare,andaccompaniedbytheresourcesschoolsneedtoachieve them.TheNewYorkStatetestingprogramhasunderminedtheimplementationofhigher standards,bycreatingatestdrivenenvironmentthatdoesnotserveourchildrenwell. Highstakestestingcontinuestowasteprecioustaxpayerdollarsandstudentlearning time.Itistimetosay,nomore.33 Manyeducationalresearcheshavebeenhighlycriticalofmarketbasededucation reforms.DistinguishededucationprofessorLindaDarlingHammondhasauthorednumerous articlespointingtotheharmthatreformshavedonetotheteachingprofession,includingValue AddedEvaluationHurtsTeaching.ShecitedstudiesfromtheNationalResearchCouncil,the RANDCorporation,andtheEducationalTestingServicethatrecommendagainstusing standardizedtestscoresintheformofvalueaddedmodelingtomakehighstakesdecisions aboutstudents,teachers,andprincipals.34 InApril2013,TheEconomicPolicyInstitutereleased areporttitledMarketorientededucationreformsrhetorictrumpsreality,whichexamined reformsinWashingtonD.C.,NewYork,andChicago.Theauthorsconcludedthatreformersin thosecitieshadmadefalseclaimsregardingrisingtestscoresandhadfailedtodeliveron promisestoclosethewideningachievementgap.Theyconcludedthatthepracticalimpactof reformshad,insomecases,underminedstatedobjectives. Asdiscussedinthisreport,increasingthescience,technology,andengineering componentsofSTEMeducationtoproducemoreengineersandcomputerprogrammers isdifficultwhenraisingreadingandmathscoresassumesuchhighpriority,andthus crowdoutothersubjects.Thesameistrueofotherhigherordercriticalthinkingand creativityrequiredtoforgeproductiveworkersandgoodcitizensattachinghighstakesto

32

Peneston,J.etal.(2011,May23).Teachersoftheyear:APPRregulationspoisonspiritofcollaboration. RetrievedFebruary21,2014from:http://www.nysut.org/news/nysutunited/issues/2011/ june2011/teachersoftheyearapprregulationspoisonspiritofcollaboration 33 Burris,C.(2012,December29).PetitiontoGovernorCuomoandtheLegislaturetoEndHighStakes Testing.RetrievedFebruary21,2014from:http://roundtheinkwell.com/2012/12/29/ petitiontothenysboardofregentsagainsthighstakestesting/ 34 DarlingHammond,L.(2012,MArch5)Valueaddedevaluationhurtsteaching.EducationWeek.Retrieved February21,2014from:http://www.edweek.org/ew/articles/2012/03/05/24darlinghammond_ep.h31.html

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teststhatassessbasicskillsallbutguaranteesthatmorecomplexlearningfallsbythe wayside.35 Thereportsauthorswrotethatmarketorientedreformsarenomatchforthecomplex, povertyrelatedproblemstheyseektosolve.Theyexplainedthatthereformshaveharmed studentsthathavehistoricallybeenmarginalizedinpublicseducation. Itisstudentsinunderresourcedschools,whohavelostliteratureandpoetryto vocabularydrillsandseentheircurriculastrippedofart,music,andphysicaleducationto makeroomforincreasedtestpreparation,whoaremostlikelytoseetheirschools shutteredwhentheirtestscoresdonotrisequicklyenough. TheConsortiumonChicagoSchoolResearchattheUniversityofChicagostudiedthe effectsofschoolclosuresondisplacedstudents.Oneoftheunderlyingbeliefsofmarketbased reformisthattestscoreswillspurcompetitionamongschoolsandthatsubsequent underenrollmentandunderperformancewilljustifyschoolclosures.Studentsin underperformingschoolswillhavethechoicetoattendhigherperformingschools. Researchersfoundthat,oftheschoolsclosedinChicagobetween2001and2006,only6 percentofdisplacedstudentswereabletoattendschoolsthathadtestscoresinthetopquartile. Inaddition,researchersfoundthatstudentstestscoresdroppedwiththeannouncementof schoolclosingsandthattheeffectsontheirlearninginsubsequentyearswasneithernegative norpositive.36 In2013,Chicagoslated54schoolsforclosure,thelargestgroupofschoolstobe shutdowninrecenthistory. IntheFebruary2012,distinguishededucationhistorianDianeRavitchexpressedher indignationatNewYorkStatesdecisiontoreleaseteachersvalueaddedratingsbywritingan articletitledHowToDemoralizeTeachers: Noonewillbeabetterteacherbecauseoftheseactions.Somewillleavethis disrespectedprofessionwhichisdailylosingthetrappingsofprofessionalism,the autonomyrequisitetobeconsideredaprofession.Somewillthinktwiceaboutbecoming ateacher.Andchildrenwilllosethegoodteachers,theconfidentteachers,theenergetic andcreativeteachers,theyneed.37

35

Weiss,E.&Long,D.(2013,April22).Marketorientededucationreformsrhetorictrumpsreality.Broader, BolderApproachtoEducation.RetrievedFebruary21,2014from: http://www.boldapproach.org/rhetorictrumpsreality 36 Torre,M.&Gwynne,J.(2013,October).Whenschoolsclose:EffectsondisplacedstudentsinChicago publicschools.ConsortiumOnChicagoSchoolResearch.RetrievedFebruary21,2014from: http://ccsr.uchicago.edu/sites/default/files/publications/CCSRSchoolClosingsFinal.pdf 37 Ravitch,D.(2012,February28).Howtodemoralizeteachers.EducationWeek.RetrievedFebruary21, 2014from:http://blogs.edweek.org/edweek/BridgingDifferences/2012/02/how_to_demoralize_teachers.html

TeachersofConscience:PositionPaper April,2014

DianeRavitchwasoneof1,100professorstosignanopenlettertotheNewYorkState BoardofRegentscallingforanendtothestatesoverrelianceonhighstakestesting. Aslifelongeducatorsandresearchers,fromacrosstheStateofNewYork,westrongly opposeNewYorkStatescontinuedrelianceonhighstakesstandardizedtestinginpublic schoolsastheprimarycriterionforassessingstudentachievement,evaluatingteacher effectiveness,anddeterminingschoolquality.38 InOctober,121childrensbookauthorsandillustratorssentalettertoPresidentObama expressingtheirconcernoverhighstakestesting.Amongthem,MayaAngelou,JudyBlume,and JaneYolen: Wetheundersignedchildrensbookauthorsandillustratorswritetoexpressourconcern forourreaders,theirparentsandteachers.Wearealarmedatthenegativeimpactof excessiveschooltestingmandates,includingyourAdministrationsowninitiatives,on childrensloveofreadingandliterature.RecentpolicychangesbyyourAdministration havenotloweredthestakes.Onthecontrary,requirementstoevaluateteachersbased onstudenttestscoresimposemorestandardizedexamsandcrowdoutexploration.39 EducationDoublespeakandtheMarketingofCommonCoreReforms Wehaveincludedafewexamplesoftheeffortsofparents,teachers,principals, researchers,andauthorstoenterintoademocraticdebateonmarketbasedreforms.Appointed educationleaderswhohavetraveledtherevolvingdoorofprivatefoundations,charterschool initiatives,andcorporateconsultancies,havestifleddemocraticdebatebymarketingtheir reformswiththesametenacitythattheyhaveusedtodivertpublicfundstothecorporate vendorsandmoniedcirclesthattheyowetheirpositionsto.Themarketingisgroundedin doublespeak.Wordslikesuccess,achievement,rigor,and21stCenturyLearningaretoutedso oftenbyreformersthattheirsubstancebecomesobscured.Intheparadigmofmarketbased reform,studentsachievementonforprofitbubbletestsistheonlymetricforclaimingsuccess. Thepathwaytosocalledsuccessissonarrow,therefore,thatpolicymakers,parents, teachers,andprincipalshavebeenlulledintocompliance. Policymakerswhoinvestinthedatasheetsoftestingcorporationsareheraldedas pavingthewayfor21stCenturyLearning.Principalswhoorganizetheirschoolscurriculum aroundtestingdatawillbelabeledboldschoolleadersandescapesanctions.Teacherswho implementprepackagedtestcentriccurriculumandviewchildrenthroughthelensoftesting datawillkeeptheirjobs.Parentswhoacceptcorporationsaseducationalgatekeeperswill
38

MultipleSignatories(2013)Endtherelianceonhighstakesstandardizedtesting.RetrievedFebruary21, 2014from:http://www.nyclu.org/files/releases/testing_professor_letter.pdf 39 Strauss,V.(2013,October22).TopauthorsincludingMayaAngelouurgeObamatocurbstandardized testing.TheWashingtonPost.RetrievedFebruary21,2014from:http://www.washingtonpost.com/blogs/ answersheet/wp/2013/10/22/topauthorsincludingmayaangelouurgeobamatocurbstandardizedtesting/

TeachersofConscience:PositionPaper April,2014

complywithtestingtopreservetheirchildschancesofpromotionoradesiredschool placement.Insuchasystem,highstakestestsbecomeadeityofmanufacturededucational opportunityratherthanatoolforfosteringteaching,learning,andhumandevelopment.Itisa systemdependentoncompliance,measuredpredictability,andpublictaxdollarsforprivate profit. TheConsequencesofaSchoolSystemThatDevaluesTeachers Weareactingonourconscience,builtonyearsofexperienceteachingyoungpeople.In reactiontothispositionpaperitislikelythatsomewillcharacterizeorchoicesasabetrayalof highstandards,anendorsementofwatereddowncurricula,orcynicallyasanattemptto escapeteacherevaluationsandaccountability.Inadifferentnationalclimate,thecharacterand credibilityofindividualswholeveledthosechargeswouldbequestioned.Regrettably,the denigrationofteachershasbecomecommonplaceamongproponentsofmarketbased reforms,withlittleforethoughtastotheregrettableconsequencesthatcometoaschoolsystem thatdevaluesitsteachers.Teachersaremotivatedandguideddailybystudents,whichisatype ofaccountabilitythatisseldomunderstoodbypolicymakerswhohavenotdevotedtheircareers toteaching.Weareskilledcurriculumdevelopersanditisourabilitytocreatecurriculumthatis standardsbased,yetresponsivetoourstudents,thatdistinguishesusasprofessionals. CriticsmayviewusasirresponsiblefordismissingCommonCoretestswithout proposinganalternativetotakeitsplace.Parentsmayask,Butdontweneedawaytoknow howourstudentsmeasureup?Historically,theuseofstandardizedtestsforthepurposeof rankingandsortingstudentshasactedtoreproduceandnormalizeinequalityratherthan challengeit.Standardizedtestingdependsonareductionistlogicthatfalselyattributestest scorestoinnateabilityormeritonalevelplayingfield.Theclaimthatstandardizedtestscan actasatoolorbenchmarkforaddressinginequalitycontradictsitstheoreticalunderpinningsand historicalapplications.NicholasLemann,DeanofColumbiaGraduateSchoolofJournalism, aptlystated,Teststendtoreproduce,notupend,socialhierarchies.Everybodyisalways lookingforthetestonwhichpeoplefromdifferentracesandclassesdothesame,butitdoesnt exist.40 Teachersassessstudentsdailytoinforminstructionandcurriculumdesign.Without assessment,teacherswouldbeadriftintheirrelationshipswithstudents.Therearenumerous, morerefinedassessmenttoolsandobservationtechniquesatourdisposal.Someschoolsuse collectivelydesignedPerformanceBasedAssessmentTasks,portfoliobasedassessments, roundtablepresentationsofstudentworktoapanelofjudges,orvariouslongterm interdisciplinaryassessmentstomeasurestudentsstrengths,weaknesses,andgrowth. Schoolsthatusethesemethodsofassessmenttypicallypointtotheirflexibility,authenticity, realworldapplicability,andtothehighlevelofstudentandcommunitybuyinandengagement theyelicitasbenefits.Thesetypesofassessmentareparticularlyvaluableinmoreaccurately assessingEnglishLanguageLearners,studentswithdisabilities,andstudentswithtest
40

Goldtein,D.(2012,September19).Theschoolmaster.TheAtlantic.RetrievedFebruary21,2014from: http://www.theatlantic.com/magazine/archive/2012/10/theschoolmaster/309091/?single_page=true

TeachersofConscience:PositionPaper April,2014

anxiety.Itisthroughflexibilityinassessmentandourstrongrelationshipswithstudentsthatwe cometoknowthemaslearners.Thepossibilityfordiverseassessmenttoolswillnotdiminish withtheexclusionofunrefinedandmisappliedforprofitCommonCoretests.Intheend,thisis notadebateoverwhetherornotstudentswillbeassessed,butratherwhompolicymakerstrust withknowingstudentsandplanningfortheirlearning.Policymakerscanchoosetooutsource thatresponsibilitytotheineptdatafactoriesofeducationcorporations,orsupportteachersin assessingstudentsinauthenticwaysanddevelopingqualitycurricula.Teachersarebyno meansapanaceaforthesocietalillsthatwehaveoutlinedinthispositionpaper,butwhenfaced withaclassroomofcreativeandinquisitiveminds,onecannothelpbutfeelhopefulthatsome measureofsocietalchangeispossible. ACalltoPreservePublicEducation Wehaveobservedagroundswellofteachersfightingtopreservethedignityoftheir professionfromthedamagedonebymarketbasedreforms.Wenowturntoyou,Chancellor CarmenFaria,toseewhatyouarewillingtostandfor.Wehaveobservedatendencyonthe partofschoolleadersandpolicymakerssympathetictoourpositiontodecryanobsessionwith highstakestestingyetacceptforprofittestingasaninevitabilityofschooling.Wefindthat positiontobeunsettlingandcounterproductivebecauseitdenieseducatorsagencyinshaping educationpolicy.Weareoftencautionedtowait,thateducationfadscomeandgo,andthatthe pendulumwillswingtheotherway.Weunderstandyoutobeastudentofhistoryandassuch youknowthatitispeoplesactionsratherthanthepassageoftimethatbringsaboutchange. YouwerequotedassayingLifeisaseriesoftestsinmanyways,andwebelievethatthemost transformativeofthosetestswillbetheonesthattestmoralcourage.Wemakeitourprofession topreparestudentsforthosemomentsthatwillrequirethemtothinkcriticallyandtakebold action.MaxineGreenedefinedfreedomasthecapacitytosurpassthegivenandlookatthings asiftheycouldbeotherwise.41 Weareaskingyoutocriticallyevaluatethegivenandconsider whetherornotyouwilljoinusinseeingitotherwise.

41

Greene,M.(1988).Thedialecticoffreedom.NewYork:TeachersCollegePress.