No Struggle, No Progress
A blog about politics, education, racism, and more.
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Leading Educators Support Teacher Test Boycott
JANUARY 21, 2013LEADING EDUCATORS SUPPORT TEACHER TEST BOYCOTTIn a public statement released today, more than sixty educators and researchers [UPDATE: now more than 250], including some of the most well-respected figures in the field of education, pledged support for the boycott of the Measures of Academic Progress (MAP) test initiated by the teachers at Garfield High School in Seattle, calling the action a “blow against the overuse and misuse of standardized tests.” Among the signers of the statement are former US Assistant Secretary of Education Diane Ravitch, Chicago Teachers Union President Karen Lewis, author Jonathan Kozol and professor Nancy Carlsson-Paige. While the MAP test is used exclusively for rating teachers, “the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations” the educators wrote.“We’ve had more than a decade of standardized testing,” Ravitch said, “and now we need to admit that it’s not helping.” She added: “By signing this statement, I hope to amplify the voices of teachers who are saying ‘enough is enough’.”“On Martin Luther King Day, we celebrate people who are willing to take personal risks to act according to their conscience,” Lewis said. “The teachers at Garfield High School are taking a stand for all of us.”New York City public school teacher and doctoral student Brian Jones drafted the statement last week and received help with revisions and outreach from University of Washington professor Wayne Au. “I’m overwhelmed by the response to this statement,” Jones said, “I feel like this is the beginning of a real movement to challenge high stakes standardized testing.”“We contacted leading scholars in the field of education,” Au said, “and nearly every single one said ‘Yes, I’ll sign.’ The emerging consensus among researchers is clear: high stakes standardized tests are highly problematic, to say the least.”“When I look at this list of names, I see the people whose work helped to make me the teacher I am today,” Jesse Hagopian, a teacher at Garfield High School said. “Their support really means a lot to me, and I know that many teachers at Garfield High School feel the same way.”STATEMENT:WE SUPPORT THE TEACHERS AT GARFIELD HIGH SCHOOLHIGH STAKES STANDARDIZED TESTS ARE OVERUSED AND OVERRATEDTHE USE OF STANDARDIZED TESTS IS SPREADINGTo fulfill the requirements of the No Child Left Behind legislation, schools in all 50 states administer standardized tests to students, often beginning in third grade, in reading and math. Now, in response to the demands of Race to the Top and the trend toward greater “accountability” in education, states are developing even more tests for more subjects. Standardized tests, once used primarily to assess student learning, have now become the main instrument for the high-stakes evaluation of teachers, administrators, and even entire schools and school systems.TESTS CONSUME A GREAT DEAL OF TIME AND MONEYStandardized testing is consuming an ever-growing proportion of education budgets nationwide. The total price tag may be nearly two billion dollars (1). Texas alone spent, last year, $90 million on standardized testing (2). These tests are not a one hour or one day affair, but now can swallow up whole weeks of classroom time (3). In Chicago, some students must complete 13 standardized tests each year (4).TESTING HURTS STUDENTSIn the name of “raising standards” the growth of high stakes standardized testing has effectively lowered them. As the stakes for standardized tests are raised higher and higher, administrators and teachers have been forced to spend less time on arts, sciences, social studies, and physical education, and more time on tested subjects. The pressure to prepare students for standardized exams forces teachers to narrow instruction to only that material which will be tested (5). With the fate of whole schools and school systems at stake, cheating scandals have flourished, exposing many reform “miracles” in the process (6). Worse, focusing so much energy on testing undermines the intrinsic value of teaching and learning, and makes it more difficult for teachers and students to pursue authentic teaching and learning experiences.RESEARCH DOES NOT SUPPORT USING TESTS TO EVALUATE TEACHERSAs a means of assessing student learning, standardized tests are limited. No student’s intellectual process can be reduced to a single number. As a means of assessing teachers, these results are even more problematic. Research suggests that much of the variability in standardized test results is attributable to factors OTHER than the teacher (7). So-called “value-added” models for teacher evaluation have a large margin of error, and are not reliable measures of teacher performance (8).EDUCATORS ARE TAKING A STAND FOR AUTHENTIC TEACHING AND LEARNINGIn a nearly unanimous vote, the staff at Garfield High school in Seattle decided to refuse to administer the district’s Measures of Academic Progress (MAP) test. Research has shown that this test has no significant impact on reading scores (9). While serving other low-stakes district purposes in the Seattle Public Schools, it is only used as a high-stakes measure for teachers, even though the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations. In taking this action, the educators at Garfield High School have struck a blow against the overuse and misuse of standardized tests, and deserve support. We, the undersigned (10), stand with these brave teachers and against the growing standardized testing industrial complex.Signed*,Curtis AcostaChican@/Latin@ Literature Teacher, TucsonLauren AndersonUniversity of Southern CaliforniaSam AndersonNational Black Education AgendaTaiwanna AnthonyPrairie View A&M UniversityJean AnyonThe Graduate Center, City University of New YorkMichael W. AppleUniversity of WisconsinGuy AronoffHumboldt State UniversityFadhilika Atiba-WezaRetired SuperintendentWayne AuUniversity of Washington, BothellRethinking SchoolsAnn Aviles de BradleyNortheastern Illinois UniversityBill AyersUniversity of Illinois, ChicagoRick AyersUniversity of San FranciscoJeff BaleMichigan State UniversityJohanna BarnhartThe Graduate Center, City University of New YorkAnn BerlakSan Francisco State UniversityKenneth BernsteinMaya Angelou Public Charter Middle SchoolStephen BezruchkaUniversity of WashingtonBill BigelowRethinking SchoolsElizabeth BissellPutney Central SchoolMaureen T. BolerPS17K, New YorkKathryn BormanUniversity of South FloridaJon BougieLoyola University ChicagoSteve BrierThe Graduate Center, City University of New YorkJacqueline Grennon BrooksHofstra UniversityAnthony BrownUniversity of Texas, AustinMike BuddFlorida Atlantic UniversityUnited Faculty of FloridaJim BurnsSouth Dakota State UniversityKristen Lynn BurasUrban South Grassroots Research CollectiveCarol BurrisSouth Side High SchoolKeith CampbellSaint Mary’s College of CaliforniaKenneth CaranoWestern Oregon UnivesityNancy Carlsson-PaigeLesley UniversityElizabeth CarrollAppalachian State UniversityCynthia CarvalhoKeith Middle School, New BedfordNoam ChomskyMassachusetts Institute of TechnologyLinda ChristensenRethinking SchoolsDan ClawsonUniversity of Massachusetts AmherstAnthony CodyEducation Week Teacher MagazineRoss CollinManhattanville CollegeKevin CordeiroSocial Studies educatorKim CosierUniversity of Wisconsin, MilwaukeeKeith DannerUniversity of California, IrvineAntonia DarderLoyola Marymount UniversityNoah DeLissovoyUniversity of Texas, AustinPeter DelmontRWTH Aachen UniversityAmy DerrEast Lyme High SchoolSusan DuFresneTeacher, Washington StateSusan Huddleston EdgertonMassachusetts College of Liberal ArtsJeff EdmundsonUniversity of OregonShanti ElliottFrancis Parker School, ChicagoChristopher EricksonGreat Neck South High SchoolPete FarruggioUniversity of Texas Pan AmericanJoseph FeatherstoneMichigan State UniversityAnita FernándezPrescott CollegeDonna FieldingPlainview – Old Bethpage John F. Kennedy High SchoolMichelle FineThe Graduate Center, City University of New YorkB L Buddy FishJackson State UniversityNancy FlanaganEducation Week Teacher MagazineMark FullerUniversity of Wisconsin, Rock CountyEsther FuscoHofstra UniversityOfelia GarciaThe Graduate Center, City University of New YorkRuth Wilson GilmoreThe Graduate Center, City University of New YorkAlice GinsburgAuthorGene GlassUniversity of Colorado, BoulderNoah Asher GoldenThe Graduate Center, City University of New YorkJoanna GoodeUniversity of OregonAvery F. GordonUniversity of California, Santa BarbaraJulie GorlewskiState University of New York, New PaltzPaul GorskiGeorge Mason UniversityTim GouletPipefitters Local Union 274Karen GourdUniversity of Washington, BothellJudith GouwensRoosevelt UniversitySandy GrandeConnecticut CollegeDavid GregalTeacherThomas GrotelueschenUniversity of Wisconsin, WhitewaterGabriella Gutiérrez y MuhsSeattle UniversityRico GutsteinUniversity of Illinois, ChicagoHelen GymAsian American UnitedRethinking SchoolsAmy HagopianUniversity of WashingtonLeonie HaimsonClass Size MattersZoe HammerPrescott CollegeNicholas D. HartlepIllinois State UniversityBarbara HawkinsTeachers College, Columbia UniversityTodd S. HawleyKent State UniversityNick HenningCalifornia State University, FullertonRobin HillerVoices for EducationJane HirschmannTime Out From TestingDonald HolderBryant UniversityBrian R. HornIllinois State UniversityJames HornCambridge CollegeDiane HorwitzDePaul UniversityChristi HowarthLong Beach Unified School DistrictNora HylandRutgersDerek JavaAdjunct Professor of EnglishLisa JilkUniversity of WashingtonEd JohnsonAdvocate for Quality in Public Education, AtlantaShaun JohnsonAt the Chalk FaceBrian JonesThe Graduate Center, City University of New YorkDenisha JonesHoward UniversityPamela JosephUniversity of Washington, BothellMarc KaganNew York City iSchoolRichard KahnAntioch University Los AngelesStan KarpRethinking SchoolsJudith S KaufmanHofstra UniversityKenneth KaufmanNYC High School TeacherBill KennedyUniversity of ChicagoM. Bruce KingUniversity of Wisconsin, MadisonJoyce E. KingGeorgia State UniversityJonie KiplingHofstra UniversitySid KivanoskiBrooklyn Technical High SchoolMatthew KnoesterUniversity of EvansvilleRachel KnollMother, EducatorMadison, WIPhilip KochMaryland Institute College of Art, BaltimorePamela J. KonkolConcordia University ChicagoJodi (Sacks) KostbarProfessional Performing Arts SchoolRandy KovalNW Teachers’ Learning CenterJulia Eklund KozaUniversity of Wisconsin, MadisonJonathan KozolAuthorStephen KrashenUniversity of Southern CaliforniaKevin KumashiroUniversity of Illinois, ChicagoNational Association for Multicultural EducationStacie LealEastern New Mexico UniversityBeth M. LehmanEastern Mennonite UniversityRaina J. LeónSt. Mary’s College of CaliforniaZeus LeonardoCalifornia State University, Long BeachKaren LewisChicago Teachers UnionJolie LindleyIndiana public educatorJennifer LindsayBrown UniversityPauline LipmanUniversity of Illinois, ChicagoAniela LopezUniversity of California, Los AngelesValorie LukeTeacher, AntiochMatthew MackritisEducator, WyomingBarbara MadeloniUniversity of Massachusetts, AmherstTim MahoneyMillersville UniversityVerónica ManchenoTeacher, MilwaukeeSallie A MarstonUniversity of ArizonaVictoria J. MaslowNew York City Department of EducationKavita Kapadia MatskoUniversity of ChicagoLisa A. MazzeiUniversity of OregonMorna McDermottUnited Opt Out NationalKathleen McInerneySaint Xavier UniversityElizabeth MeadowsRoosevelt UniversityErica R. MeinersNortheastern Illinois UniversityDeborah MeierCoalition of Essential SchoolsMikki MicheleNicholas MichelliThe Graduate Center, City University of New YorkGregory MichieChicago Public School teacherConcordia University ChicagoAlexandra MilettaMercy CollegeAlex MolnarUniversity of Colorado, BoulderNational Education Policy CenterSteevenson MondelusHOFSTRA graduate, Social StudiesTerry MooreSave Our SchoolsJoAnn MorenoParent and educator, ChicagoDoug MorrisEastern New Mexico UniversityMark NaisonFordham UniversityNational Association for Multicultural EducationMonty NeillFairTestDonna NevelNew York UniversityChristopher NewsomeUniversity of Central FloridaSonia NietoUniversity of Massachusetts, AmherstPedro NogueraNew York UniversityIsabel NuñezConcordia University ChicagoDr. Tema OkunNational Louis UniversityBradley Oliver-WhiteStudent, UKEdward OlivosUniversity of OregonCelia OylerTeachers College, Columbia UniversityLisa (Leigh) PatelBoston CollegeThomas PedroniWayne State UniversityKathleen M. PerezCatherine and Count Basie Middle School 72QRick PetaccioEmery PetchauerOakland UniversityBob PetersonMilwaukee Teachers’ Education AssociationRethinking SchoolsAnthony PiccianoThe Graduate Center, City University of New YorkBree PicowerMontclair State UniversityIrene PlonczakHofstra UniversityTheresa PlueEaston Secondary SchoolThomas S. PoetterMiami UniversityAnthony PravinCourtney PrusmackAdams 14 Schools, DenverTherese QuinnTeacherAnnette QuinteroUnited Teachers of DadeRachel RadinaMiami UniversityJessie RameyUniversity of PittsburghDiane RavitchNew York UniversityKristen A. RennMichigan State UniversityRethinking SchoolsYolette RiosHesperia Teachers AssociationCalifornia Association of Bilingual EducatorsScott RitchieKennesaw State UniversityMari Ann RobertsGeorgia Researchers Educators and Advocates for Teacher Evaluation ReformNational Association for Multicultural Education, GA ChapterPeggy RobertsonUnited Opt Out NationalGeorgiena C. RobinsonJohn F. Kennedy High SchoolPlainview, NYJohn RogersUniversity of California, Los AngelesJerry RosiekUniversity of OregonLeilani SabzalianUniversity of OregonKenneth J. SaltmanDePaul University, ChicagoLily Sanabria-HernandezHofstra UniversityKaryn SandlosSchool of the Art Institute of ChicagoMara Sapon-ShevinSyracuse UniversityKaren SaundersSpark Teacher Education InstituteBrattleboro, VermontAl SchademanCalifornia State University, ChicoEric SchmittTeacher, New YorkNancy SchniedewindState University of New York, New PaltzWilliam SchubertUniversity of Illinois, ChicagoAnn SchulteCalifornia State University, ChicoTim ScottEducation RadioBrad SeidmanJohn F. Kennedy High SchoolBellmore, NYDoug SelwynPlattsburgh State UniversitySusan SemelThe Graduate Center, City University of New YorkCarla ShalabyWellesley CollegeJessica T. ShillerTowson UniversitySnehal ShingaviUniversity of Texas, AustinIra ShorThe Graduate Center, City University of New YorkChristopher SimmermanUniversity of Minnesota, Twin CitiesAlan SingerHofstra UniversityElizabeth A. SkinnerIllinois State UniversityTimothy D. SlekarPenn State University, AltoonaChristine SleeterCalifornia State University, Monterey BayCeresta SmithUnited Teachers of Dade Phoenix Rising MORE CaucusMary Anne SmithMetro Atlantans for Public SchoolsJody SokolowerRethinking SchoolsJim SommervilleCudahy Middle SchoolSuzanne SooHooChapman UniversityThe Southeast Massachusetts & Rhode Island Coalition to Save Our SchoolsMariana Souto-ManningTeachers College, Columbia UniversityJoi SpencerUniversity of San DiegoJoel SpringQueens College and The Graduate Center, City University of New YorkSandra L. StackiHofstra UniversityRobert J. StarrattBoston CollegeLester StaseyAlvarez High School, ProvidenceDavid W. StinsonGeorgia State UniversityJennifer StoopsGraduate Center, City University of New YorkDavid StovallUniversity of Illinois, ChicagoErin Villegas StraussScience Museum of MinnesotaDavid StromSan Diego State UniversitySimeon StummeConcordia University ChicagoDaiyu SuzukiEdu4Teachers College, Columbia UniversityKaty SwalwellGeorge Mason UniversityCathryn TeasleyUniversidade da CoruñaMelissa Bollow TempelMilwaukee Public SchoolsRethinking SchoolsLuke TervolaIllinois State UniversityChris ThinnesCurtis School, Los AngelesPaul ThomasFurman UniversityTim ThomasEducator, Birmingham Public School DistrictMaris ThompsonCalifornia State University, ChicoCasey TiemannUniversity of OregonCarol L. TiesoCollege of William and MaryJoe TonanClaremont Faculty AssociationCynthia ToupsCairo High SchoolVictoria F. TrinderUniversity of Illinois, ChicagoEve TuckState University of New York, New PaltzJesse TurnerChildren Are More Than Test ScoresCarrie TzouUniversity of Washington, BothellKerri UllucciRoger Williams UniversityWayne UrbanUniversity of AlabamaAngela ValenzuelaUniversity of Texas, AustinBob ValiantDump DuncanJane Van GalenUniversity of Washington, BothellKaren VargasAntioch Education AssociationManka VargheseUniversity of WashingtonMichael VavrusThe Evergreen State CollegeSofia VillenasCornell UniversityShirin VossoughiStanford University School of EducationFederico R. WaitollerUniversity of Illinois, ChicagoJohn WalcottCalvin CollegeStephanie WaltersRethinking SchoolsHelge WasmuthMercy CollegeWilliam WatkinsUniversity of Illinois, ChicagoKathleen WeilerTufts UniversityLois WeinerNew Jersey City UniversityMatthew WeinsteinTeacher EducatorTacoma, WAKevin WelnerUniversity of Colorado, BoulderNational Education Policy CenterAngela WheatFreeport High SchoolBarbara WinslowBrooklyn CollegeWolfsongEarly Childhood Educator, MassachusettsKathy XiongMilwaukee Public SchoolsRethinking SchoolsCabot YoungClinical PsychologistZena YousephNew South Wales Department of Education, Sydney AustraliaDiana ZavalaChange the StakesYong ZhaoAuthor and ScholarAl ZuckerNew Day Academy, Bronx1. Chingos, M. M. (2012). Strength in Numbers: State Spending on K-12 Assessment Systems. Brookings Institution.2. Cargile, E. (May 3, 2012). “Tests’ price tag $90 million this year”. Kxan Investigates, Kxan.com (NBC).3. Dawer, D. (December 29, 2012) “Standardized Testing is Completely Out of Control”. PolicyMic.com.4. Vevea, B. (November 26, 2012) “More standardized tests, more Chicago parents looking for ways out”. WBEZ.org.5. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.6. Pell, M.B. (September 30, 2012). “More cheating scandals inevitable, as states can’t ensure test integrity”. The Atlanta Journal-Constitution.7. Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. See also: DiCarlo, M. (July 14, 2010). “Teachers Matter, But So Do Words”. Shanker Blog, The Voice of the Albert Shanker Institute.8. Schafer, W. D., Lissitz, R. W., Zhu, X., Zhang, Y., Hou, X., & Li, Y. Evaluating Teachers and Schools Using Student Growth Models. Practical Assessment, Research & Evaluation, 17(17), 2.9. Cordray, D., Pion, G., Brandt, C., Molefe, A., & Toby, M. (2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000. National Center for Education Evaluation and Regional Assistance.10. All signatures represent individual opinions, not institutional endorsements, unless specified. To add your signature to this statement, send an email with your name and affiliation(s) to: GHSstatement@gmail.com.* This list will be updated once per week. The last update was Feb 4, 2013.
- January 21, 2013 (7:40 am)
- 24 notes
- #Garfield High School
- #Test Boycott
- #High stakes standardized tests
- #Diane Ravitch
- #Jonathan Kozol
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standardized testing protests? yes, please.
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