First Person

Against PARCC: an argument in response to Elaine Gantz Berman

Proponents of the controversial Common Core aligned PARCC test suggest that it is a “more rigorous” standardized test and will create better students. But a closer look at supporters’ claims raises many questions.

First of all, the “rigor” of the exams has proven difficult to measure, as only samples of the PARCC test questions have been released.

Colorado mandated that all schools administer the PARCC test without knowing exactly what is on the test, as even state officials only have access to sample questions, and not the questions that students themselves will face.

PARCC is a new, unproven, unfunded, state-wide test to be taken on computers, multiple times per year.  The test has been adopted by many states across the nation, thereby rendering it a national test of sorts.  The states that have adopted the Common Core Standards and PARCC, have done so under federal pressure — states could not receive Race To The Top (RTTT) funding without doing so.

Since the inception of No Child Left Behind (NCLB), we have been adding to the pile of standardized tests that our students must hurdle over. We overuse and over-emphasize standardized tests. PARCC adds to the problem, with lost classroom time, exorbitant cost– some districts are spending millions of dollars on the infrastructure and computers necessary to take this PARCC test — and high-stakes pressure on both students and teachers alike.

But where is the evidence that this reliance on standardized tests is producing better outcomes for our students? Despite this increase in the use of standardized tests, postsecondary remediation rates continued to climb from 2012 to 2013.

Colorado began field-testing PARCC last week. Colorado teachers have been leaving feedback on both the PARCC exams and the TCAPS on the website Testing Talk; the reviews are not positive. New York piloted the PARCC field test earlier this year and also found multiple problems; the results there showed that under Common Core-aligned tests, the achievement gap actually widens.

Standardized tests fail to accurately measure knowledge; rather, results can be predicted based on income and race. . The tests are snapshots, and don’t take into account other factors: ability to navigate a computer; having an “off” day, being tired/sick; having issues outside the classroom, etc. High school GPAs are a more reliable predictor of college readiness than the SAT, another prominent standardized text. And, as per American Statistical Association (ASA) findings, evaluating teachers based on students’ standardized test scores is highly questionable.

Coloradans are fed up with standardized testing. Parents are now taking a stand, opting their students out of the exams. They know PARCC tests are predicted to take longer and can be given up to four times per year. By comparison, the TCAPS are administered only once a year.

In a landmark vote, the Colorado State Board of Education (SBE) recently  voted against PARCC testing in our state, and has asked the state legislature to repeal the law requiring PARCC assessments. The board agrees that testing is excessive and has commissioned a study on the amount and types of assessments used in Colorado classrooms. A bill currently in the General Assembly, HB14-1202, which was intended to allow schools alternatives to the PARCC tests, was weakened after political pressure and has morphed into another study on Colorado’s assessments. A similar bill that would have delayed the implementation of PARCC and Common Core, SB14-136, was killed earlier this season by the same political parties. A proposed amendment to HB14-1202 proposes to delay PARCC, keeping TCAPs, for one year. One more year of TCAP would give Colorado educators and families time see what PARCC is and if we want it for our state. This delay would not cost the state additional money.

Common Core and PARCC also help schools and districts collect data, of all sorts — not just academic. This video from the White House Education Datapalooza shows how companies like Pearson (who made the PARCC test) collect “hidden” data on children, “by tagging every sentence, down to the atom.”

The Colorado Department of Education (CDE) captures this data and more from other tests and observations including home life, mental health, behavioral, pictures and videos taken throughout the school year, and packages the data, creating a “single golden record” for each student that combines data from schools and school districts, workforce and social service agencies, and corrections agencies. Watch the CDE video here.

This data collection happens without parents’ approval. Parental consent is not necessary; in fact, parents cannot prohibit their child’s data being collected or shared, often with third party vendors.  A Fordham University study finds “there are serious deficiencies” in student data security; the data is not safe and can be breached. Lawsuits, such as one from the public interest research center EPIC’s, challenge this data collection and the weakened FERPA regulations.

This government document explains that the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPAA) laws were changed and can now be bypassed.  You can find the exact words in this clip.

Student profiling often happens in other countries – Singapore, for instance:

“Singapore’s government instituted the practice of streaming (or tracking) students based on their academic ability from elementary school onward. After six years of primary-school education, Singaporean students take a test that determines whether they’ll be placed in a special school for the gifted, a vocational school or a special education program, and another test later determines their higher-ed options.”

This tracking sounds eerily like what CDE and the White House have described as their goals for American children. Obtaining this type of personal and predictive, behavioral data without parental consent is clearly questionable. In fact, Nevada Department of Education allowed parents to opt out of their Common Core-aligned field tests due to concerns over data collection and privacy.

What is the answer to all this testing madness? To stop. Why rush into PARCC? Are there special interests and politics at play? If we feel we need rigorous standardized tests, why not rigorously review them before implementing?

Fordham University’s Chester Finn believes PARCC will wither away and be replaced by something else. In fact, seventeen states have backed out of these Common Core-aligned tests. Colorado could make its own state assessment based on what our teachers actually teach.

Whatever the test, students should take it much less frequently. High performing countries like Finland take only one standardized test in high school. Why not find a balance and test only a portion of students, staggering the tests at different grades? Rather than test every child, every year, we could follow the respected NAEP protocol of random sampling.  Too much classroom time is lost preparing for and taking so many of these high-stakes standardized tests.  Testing is not teaching: let teachers teach.

Allow teacher and parent input, and keep our decisions local. Colorado is a local control state. Give control back to our school boards and teachers, where it belongs. Our state legislators hold this power. We, the taxpayers and voters, hope they will support CDE and the people of Colorado. Repeal or at least delay the PARCC exams, review standards, require parental consent on children’s data.

We also call upon Governor Hickenlooper to sign legislation if sent to him. In a recent interview with Mike Rosen, the Governor, at 27 minutes, agreed that testing is excessive and said he would be willing to help delay PARCC, involving parents in the process. Hickenlooper went on to say, “We can opt out of all kinds of things in Common Core.”

Thank you, Governor. We sincerely hope that the General Assembly will send you such a bill and that you will follow through.

Editor’s Note: This First Person article is in response to a previous First Person article written by State Board of Education member, Elaine Gantz Berman.

This post is endorsed by the following people and organizations:

Cheri Kiesecker, Fort Collins, Colorado

Kristin Tallis, Fort Collins, Colorado

Aimie Randall, Loveland, Colorado

Steve Yon – Castle Rock CO

Kari Newsom – Littleton CO

Adelia Darlene Herrera – Larkspur CO

Eric Lee Herrera – Larkspur CO

Justin Collier Herrera Larkspur CO

Crystal Coleman – Castle Rock CO

Maren Kay Neises – Larkspur, Co

Mary Denise Babcock – Littleton CO

Karla Mount – Castle Rock CO

Matt Wiebe, Fort Collins, Colorado

Deanna Masciantonio-Miller, Kiowa, Colorado

Belinda Seville, Centennial, Colorado

Ryan Smith, Kiowa, Colorado

Courtney Smith, Kiowa, Colorado

Candy Putch, Elizabeth, Colorado

Cameron Rau, Loveland, Colorado

Elodji Means, Elizabeth , Colorado

Kimerly Lutte, Elizabeth , Colorado

William Lutter, Elizabeth , Colorado

Dr. Dave Barton, Castle Rock, Colorad

Kathy Welch,Colorado Springs, Colorado

Connie Miller, Kiowa, Colorado

Matt Kaiser, Elizabeth , Colorado

Kelly Kaiser, Elizabeth , Colorado

John Seville -Elizabeth , Colorado

Kathryn Seville – Loveland, Colorado

Natalie Adams, Littleton, Colorado

John Sampson, Strasburg School Board, Colorado

Julie Williams, Jefferson County School Board, Colorado

Rudy Zitti, Fort Collins, Colorado

Elizabeth McManus, Elbert , Colorado

Judith Casey, retired Elementary Principal, 54 yers public Education, Colorado Springs

Heidi Wolfgang, Canon City, Colorado

Jennifer Raiffie, Denver, Colorado

Toni Walker, Loveland, Colorado

Katrina Kochim, Grand Junction, Colorado

Maureen Sielaff, Littleton, Colorado

Cathy Gardino, Falcon, Colorado

Sheila Brown, Arvada, Colorado

Barb Hulet, Olathe, Colorado

Anita Stapleton, Colorado Springs, Colorado

Mike Stapleton, Colorado Springs, Colorado

Angelique Matthews, Colorado Springs

Jack Matthews, Colorado Springs

Stephanie Engel, Milliken, Colorado

Deborah Scheffel, Colorado Board of Education

Senator Vicki Marble, District 23, Colorado

Representative Chris Holbert, District 44, Colorado

Representative Justin Everett, District 22, Colorado

Representative Dan Nordberg, District 14, Colorado

Core Concerns, Northern Colorado

Stop Common Core Colorado

Coloradoans Against Common Core

Parents’ Voice for JeffCo

Northern Colo. Parents Against Common Core

Fremont County RE-1

SchoolReform.CO

Stop Common Core Colorado

Parent Led Reform National

Parent Led Reform Colorado

United Opt Out National

Uniting4Kids

 

First Person

A national teacher of the year on her most radical teaching practice: trusting kids to handle their bathroom business

Author Shana Peeples speaking at American Jerusalem High School in Jerusalem while touring as National Teacher of the Year.

This whole national conversation about who we should and shouldn’t let go into which bathrooms got me thinking about the most controversial thing I ever did as a teacher. I’d love to tell you it was teaching a banned book or something intellectual, but it was really all about the bathroom.

I allowed kids to quietly leave class whenever they needed to go without asking my permission.

My principal hated it; some of my colleagues viewed me as some sort of hippie. It made people question my professional judgment, my classroom management, and even my intelligence.

“So, you just let them leave when they want to?”

“If they need to go, yes.”

“Without a pass?”

“My hall pass is on a hook by the door so they can quietly take it and then replace it when they come back.”

“I bet you replace it a lot.”

“Actually, no. It’s the same one. I keep it around because it has a picture from my first year when I looked a lot younger and skinnier.”

Usually, people walk off before I can tell them any more of my crazy commie ideas. They’d die if they knew kids could take my pass to the nurse or their counselor if they needed to go. My only rule was that they had to show the same decorum that they would at the movies: no one gets up in a theater and loudly announces their business.

And in 15 years, no one used it as an excuse to skip the class or wander the campus or otherwise engage in shenanigans. Actually, no — one kid took the pass and didn’t come back until the next day. But that was because he was an English language learner on his second day who didn’t quite understand that it’s not meant as a “go home in the middle of the school day” pass.

When I began teaching, it was in a seventh-grade classroom in a portable, which is really just a converted double-wide trailer. The bathrooms were the separation space between my classroom and the reading teacher’s classroom. It seemed mean to me to control the bathroom needs of children in 90-minute block classes seated so close to one another. That was the origin of the policy.

Years later, one of my students wrote about me in an essay. I was prepared to read some sort of “Freedom Writers” love letter about the magic of my teaching. What she wrote instead was: The first day in her class I learned that she had the best bathroom policy ever. She treated us like human beings who could be trusted to take care of our own private needs.

I kept scanning the essay for the parts about the teacher magic, but that was really the only part about me specifically. The best bathroom policy ever. That’s my legacy.

But seriously, kids really can be trusted to take care of their own private needs. Especially those who are teenagers who drive cars. Or who are responsible in their after-school jobs for locking up a store’s daily receipts in the safe. Or who are responsible for getting four siblings to school on time because mom works the morning shift.

People complain to me, when they find out I used to teach high school, about how “lazy and irresponsible kids are these days.” That just irritates the fire out of me. What if so much of that behavior is because we don’t allow kids to try on trust and responsibility with little things like taking care of their bathroom business?

And maybe what looks like “laziness” is really a trained helplessness and passivity borne of so many rules and restrictions against movement of any kind. Don’t get up without permission, don’t talk without permission, don’t turn and look out the window without permission, and for Pete’s sake, don’t you put your head down on your desk and act like you’re tired because you were up all night at the hospital with your father who just had a heart attack.

Trust is a thing we create through small daily interactions. Simple things like extending the same courtesies to them as we would want for ourselves. I’m always so appreciative of professional development presenters who take the time to tell you where the coffee, water fountains, and bathrooms are. That communicates respect and consideration.

As teachers, we have to be willing to be the first to extend trust. When we do, kids will return it.

Shanna Peeples’ teaching career, all in Title I schools, began as a seventh grade writing teacher at Horace Mann Middle School in Amarillo, Texas. She later taught English at Palo Duro High School, and as the 2015 National Teacher of the Year, worked to shape the conversation in this country about working with students in poverty. She now serves as the secondary English language arts curriculum specialist for Amarillo ISD.

This piece first appeared in Curio Learning.

First Person

I’m a teacher, not an activist. Here’s why I’m joining the March for Science this weekend

PHOTO: Creative Commons / Jeremy Wilburn

I became a science teacher because there’s nothing I love more than talking about science. This Saturday, I’ll march for science in Cleveland because there’s nothing I believe is more important than defending science in our society and our classrooms.

My love affair with science goes back to my seventh-grade teacher, Mr. Hurst, who took a hands-on approach to science education. Through labs and real-world investigations, my classmates and I discovered the complexity of scientific discovery. While I originally pursued a career in lab research, I soon realized that my true passion lay in teaching – that I could fulfill my love of science by delivering the same quality of teaching that I’d received to the next generation.

I’m marching for science on Saturday because every student deserves such a strong foundation. A well-rounded education should be a reality for every child in America – and that must include science, technology, engineering and math. Without it, our country won’t be able to solve the very real crises looming just over the horizon.

The world’s population is growing exponentially, consuming a limited supply of natural resources at a faster pace. We rely on nonrenewable forms of energy that we’ll inevitably exhaust at a great environmental cost. Medical advances have slowed the spread of infectious disease, but our overuse of antibiotics is leading to a new generation of drug-resistant pathogens.

Our children need to know what they are up against so they can design their own solutions. They need an education that enables them to think analytically, approach a problem, tackle new challenges, and embrace the unknown. That’s exactly what good science education does.

Still, I understand that some may wonder why teachers are marching – and even if they should. Some will inevitably accuse teachers of “politicizing” science or stepping “out of their lane.”

But marching for science is distinct from the kind of political statements I dutifully avoid in my role as a teacher. To me, marching is a statement of fact: without science teachers, there is no science education; without science education, there is no future for science in America. Science teachers and their classrooms are the agar in the petri dish that cultures our students’ scientific minds. (Did I mention there’s nothing I love talking about more than science?) In any movement for science, teachers have a role to play.

Marching, like teaching, is to take part in something bigger. Years from now, if I’m lucky, I might glimpse the name of one of my former students in the newspaper for a scientific discovery or prestigious award. But by and large, it’s my job to plant seeds of curiosity and discovery in a garden I may never see.

On Saturday, I’ll be there alongside doctors and nurses, engineers and researchers, and citizens from all walks of life who love science and want to see it valued and respected in our country. We might not see the fruit of our labors the day after the march, or even after that, but the message we send will be clear.

If you’re a parent or student – maybe one of my own – I hope you see that passion for science on full display around the nation this Saturday. I hope you see why having committed science teachers like myself and my colleagues is inextricably bound to the fate of our world. I hope that recognition grows into action to support teachers and demand universal access to an excellent science education, like the one I strive to provide every day in my classroom.

Sarah Rivera teaches engineering, biology, biomedical science, and environmental science at Perry High School in Perry, Ohio. She is also a member of 100Kin10’s teacher forum.