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Posts Tagged ‘College and Career Readiness’

Time to Abandon SAT and ACT

November 26, 2019 Leave a comment

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No surprises in this article, which indicates that the gap between children of affluent families and those raised in poverty are widening while the correlation between college success and test scores is diminishing. Time to abandon these tests!

Oregon Teachers Leaving Classrooms Over Lack of Resources… NOT “Disruptive Learning”

November 24, 2019 Comments off

My niece who teaches school in suburban Columbus OH recently posted a report from KHOU, a TV station in Houston Texas, that was reporting on the decision of many Oregon teachers to leave the classroom early. The headline of the May 2019 posting and the subhead read:

Classrooms in Crisis: Teachers retiring, resigning over disruptive learning

Teachers say they’re leaving a profession they love because of an increase in classroom disruptions.

The headline is misleading. After reading the article it is clear that the problem isn’t disruption: it’s a lack of resources. This sentence in the middle of the article says it all:

“It wasn’t the kids that made him want to stop teaching, it was the lack of resources to help them.

Teachers know what children need… and it has nothing to do with getting higher test scores, teaching coding, or spending money on guards, surveillance cameras, and “hardening” of schools. It has to do with providing help for children who show up each day distraught over the problems they face.

In our country, where we seem to feel that because SOME children can rise from adversity it is “soft” to cushion any of them when they are in school, we “harden” children the same way we harden schools. Providing visible safety measures like surveillance cameras, armed guards, wands to check students for guns, and protective fences and doors is far more appealing that spending money on invisible safety measures like more counselors, mental health professionals, and— yes– classroom teachers. Students get the message early and it is reinforced throughout their school years: the adults think it is more important to get high test scores and learn how to use technology than it is to learn how to get along with each other and to cope with stress. When students act out in school they are often acting out of frustration; out of a sense that no one cares about them and no one knows them. Time to give schools the resources they need to show students that they DO care.

Networking with Mentors COULD Offer Opportunities for Equity

November 18, 2019 Comments off

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The kind of networking described in this article mirrors the kind of networking Ivan Illich envisioned in Deschooling Society. I’m glad to see technology being used for this kind of initiative.

Is the SAT About to be Abandoned? If So, Will Standardized Tests Follow?

October 15, 2019 Comments off

A recent PBS New Hour segment reported that many colleges are giving serious consideration to abandoning the use of the SAT as a primary metric for admissions. Why? Here’s one reason:

Critics of the tests have long argued that they reflect income more than ability, a chorus that is growing louder. And this year’s notorious Varsity Blues admission scandal — in which parents, through an intermediary, bribed test administrators to change test scores or let students cheat — reinforced the idea that the tests can be gamed, legally or illegally, by families with enough money.

My hunch is that there is another reason: the SAT score, viewed as a proxy for “academic excellence”, is the basis for lawsuits contending that colleges who use the test as the basis for entry are screening out many Asian-American students who attain higher scores on the tests than either African-American or legacy students.

The so-called “competitive colleges” have many high scoring students to choose from and, in some cases, more than ten times as many applicants as they need in order to sustain themselves. These schools have the luxury of picking and choosing who they want and, consequently, they select based on “diversity”. In many cases “diversity” provides a means for the colleges to avoid affirmative action challenges from African-Americans by accepting students-of-color with SAT scores that are below those of rejected Asian Americans. But “diversity” also provides a means of appeasing graduates who are large donors and whose children SAT scores are middling, a means of fleshing out orchestras, athletic teams, and a means of “creating” geographic and economic diversity in each class.

As the PBS report indicates, when “competitive colleges” ignore SAT scores it does not dilute the academic strength of the school. It DOES, however, undercut any argument that these schools are denying access to “less qualified” students at the expense of one group who consistently scores high on those tests. For Asian-Americans this abandonment of tests is, arguably, bad news. But for those who are born into poverty, who attend public high schools outside the affluent suburbs or college towns the abandonment of the SAT as a basis for entry is good news… for it forces college admissions officers to look at their applications and determine if they have what it takes to succeed in higher education.

From where I sit, the faster SATs are abandoned the better… and with any luck at all those who measure the “quality” of public schools based on standardized test scores will follow suit. If that happens, instead of defining individual “excellence” based on a single test 8th grade students seeking entry to NYC’s “competitive” public schools will be examined in a more wholistic fashion. If that happens, instead of schools receiving a “grade” based in any way on a standardized test they will be carefully assessed using a wholistic accreditation process, one that involves a self-assessment as well as an external one. Would such a system cost more money? Yes— but it would be fairer, more focussed on each student’s individual needs, and would greatly expand the opportunity for students to engage in creative activities. Here’s hoping it happens soon!

Introducing a Valuable Skill for All the Wrong Reasons: When Economic Development Trumps Child Development

August 18, 2019 Comments off

I read with interest a recent NYTimes article by Dana Goldstein about the effort underway in Wyoming to move away from an economy based on diminishing low skill jobs related to extraction toward an economy based more on technology. The rationale for preparing students for a high tech world, though, seems flawed on two scores.

First, by making “economic development” the basis for mandating a course the State Education Department is explicitly linking schools to jobs– which is a fools errand in an age where jobs change far more rapidly than school curricula. Had the schools in the early 1960s tried to adapt their curricula to the emerging technology markets they would have never thought that computers would be available in the homes of the children they were teaching when they became adults and could not have possibly taught a computer language that would be applicable today. When I taught computers in the early 1970s we taught BASIC and used punch cards, the “state of the art” technology at the time— a language that is now as useless as Olde English and a process that seems prehistoric in an era of cloud data collections.

Second is the reality that the skills students need now to succeed in life are the same as the skills needed when I was in school— and they are the “soft skills” that schools avoid because they are not easy to define, harder yet to teach, and do not lend themselves to the “rigorous” (i.e. standardized test-based) measurement that provides a means of sorting students into groups. These life skills are also ones that cannot be replaced by a robot: they cannot be reduced to algorithms for they rely on human interactions.

And the idea of compelling schools to shoe-horn these new subjects into an already stuffed curriculum faces one other daunting challenge: money. As Ms. Goldstein reports:

…low taxes are an orthodoxy in Wyoming, and the Legislature did not dedicate any new dollars to the plan. That has left schools reliant on limited state, federal and philanthropic funds — and on individual educators… to bear the burden of introducing an entirely new subject.

Predictably, affluent schools, schools with wealthy benefactors looking out for them, and schools who obtain grants from philanthropists are doing well at meeting this fiscal challenge and, consequently, presumably preparing their children for a better world.

And just as predictably, the hopes of politicians to attack jobs that will entice students to remain in their home state seem likely to be dashed as well:

Wyoming educators say that despite the rhetoric of politicians and tech giants, they are teaching computer science to enrich their students, not to enrich the state.

“Our job is not to contain our kids in Wyoming,” said Craig Dougherty, the Sheridan superintendent. “They need to compete globally.”

And those who stay? They might benefit more from learning some of those soft skills and using their creative and interpersonal talents to develop businesses that cannot be outsourced. But since those skills are taught to measure… the kids are learning nothing of value.

Where Democrats Land on Charter Schools is Less Important Than Where They Land on Testing

August 14, 2019 Comments off

I was heartened to read an American Prospect article last month by Rachel Cohen indicating that virtually all of the Democrats running for President have taken a position in opposition to for profit charters. The positions range from Bernie Sanders, who echoes the NAACP language verbatim, to Beto O’Rourke, who issued a squishy statement saying that “there is a place for public nonprofit charter schools, but private charter schools and voucher programs—not a single dime in my administration will go to them.” Even Cory Booker, the man who brought for profit schools to Newark, is equivocating on his pro-charter stance. Here’s a twitter post he issued:

Sen. Cory Booker speaks in Newton, IA: “I’m a guy who believes in public education and, in fact, I look at some of the charter laws that are written about this country and states like this and I find them really offensive.”

This is all good news… but in the end it dodges the real problem with public education, which is the accountability model that is based predominantly on standardized test results. As long as schools are sorted into “success” and “failure” bins based on their test scores the teachers in public schools will be compelled to teach to the test and the students in most schools in this nation will be subject to curricula and instruction based on passing a test or facing some kind of political consequence that will reinforce two faulty premises: that students can get better test scores if they and the teachers apply themselves; and, if students attain higher test scores they will be successful later in life. Neither of premises have any basis in reality… yet both of them are ingrained in the voters minds.

It would be especially heartening if one of the candidates for President emphasized this point… but I sense that because doing so would require them to question the whole basis for school accountability they will avoid the issue altogether and testing— and sorting— will continued unabated.

Need More Time on That Standardized Test? If You Have the Money and the Know How, You Can Get It!

August 1, 2019 Comments off

Yesterday’s NYTimes reported on a phenomenon we began to observe well over a decade ago in the New Hampshire School District I led: affluent and knowledgeable parents are seeking and securing additional time for their children to take high stakes standardized tests. How? Through the 504 loophole. Writers Dana Goldstein and Jugal Patel describe it thusly in their opening paragraphs:

The boom began about five years ago, said Kathy Pelzer, a longtime high school counselor in an affluent part of Southern California. More students than ever were securing disability diagnoses, many seeking additional time on class work and tests.

A junior taking three or four Advanced Placement classes, who was stressed out and sleepless. A sophomore whose grades were slipping, causing his parents angst. Efforts to transfer the children to less difficult courses, Ms. Pelzer said, were often a nonstarter for their parents, who instead turned to private practitioners to see whether a diagnosis — of attention-deficit hyperactivity disorder, perhaps, or anxiety or depression — could explain the problem.

Such psychological assessments can cost thousands of dollars, and are often not covered by insurance. For some families, the ultimate goal was extra time — for classroom quizzes, essays, state achievement tests, A.P. exams and ultimately the SAT and ACT.

“You’ll get what you’re looking for if you pay the $10,000,” Ms. Pelzer said, citing the highest-priced evaluations. “It’s a complicated mess.”

The results of this “complicated mess” are predictable: if you have the money, you can buy the time your child needs. If you don’t have the money, you’re stuck. And while word on this was fairly localized over a decade ago, social media have made it possible for the information to be shared far and wide… and the consequences are that the children of affluent parents are having their presumed needs met and the poor have a steeper hill to climb:

From Weston, Conn., to Mercer Island, Wash., word has spread on parenting message boards and in the stands at home games: A federal disability designation known as a 504 plan can help struggling students improve their grades and test scores. But the plans are not doled out equitably across the United States.

In the country’s richest enclaves, where students already have greater access to private tutors and admissions coaches, the share of high school students with the designation is double the national average. In some communities, more than one in 10 students have one — up to seven times the rate nationwide, according to a New York Times analysis of federal data.

Ms. Goldstein and Ms. Patel’s thoroughly researched article describes the genesis of 504 plans and how they became the workaround of choice for parents who could afford to have their child diagnosed by a clinician who specializes in that area. It includes stark data indicating that wealthy districts have twice the percentage of 504 cases as poor districts and blacks are disproportionately lacking in 504 accommodations.

The fix might be easy: eliminate the timing of the tests— or better yet make the stakes of the tests lower. Either way, the playing field will become more level and the importance of test preparation will be diminished… and that would be good for public education.