boycott

Small but determined band of families sitting out the state tests

A Change the Stakes flyer explaining how families can opt out of tests. (Click to enlarge)

At least a handful of the students who are supposed to sit down Tuesday morning for the first day of state testing already know that they will be absent.

That’s because a small number of parents are boycotting this year’s state tests, choosing to keep their children home or away from class out of protest against the tests’ growing importance.

Test scores have long been used to judge students’ readiness for the next grade. And for the last several years, the city has rated each school based in large part on how students perform on state tests. But this year, the test scores could end up being used to rate teachers, too, if the city adopts new teacher evaluations as mandated by state law. This year’s tests are also longer than ever: about 300 minutes for each grade, more than twice what some students spent on testing in the past.

Last year, the Grassroots Education Movement, traditionally an outlet for activist teachers, launched a campaign to draw attention to — and, ideally, lower — those stakes. The parents who are opting out of the tests are part of GEM’s “Change the Stakes” committee, which is holding a forum on high-stakes testing Tuesday evening.

Only a few parents have committed to keeping their children out of the tests, but they say they are willing to go it alone to raise awareness about the pressure that students and schools are under.

Janine Sopp said her daughter came home from second grade at Williamsburg’s P.S. 132 last year petrified of the testing that older students had undergone. The school had seen its city grade drop precipitously and needed scores to improve in order to escape sanctions.

“They were in this incredible panic mode that put them in test prep since September,” Sopp said. “The impact on the school was not just on the children who were being tested but on everyone.”

So she transferred her daughter to the Brooklyn New School, a progressive school where test scores are not emphasized. This week, Kya will be helping out in a kindergarten classroom instead of bubbling in answers on the state reading test.

“Of course I’m nervous because it’s not the status quo,” Sopp said. “But I talked to the principal and AP and they ran it past our district testing coordinator. … We’re all walking into uncharted territory so we’re all a bit apprehensive about how this will play out.”

The consequences of skipping the test can be steep. Fourth- and seventh-grade scores factor into students’ middle and high school admissions. At a panel on high-stakes testing last month at Sopp’s school, Deputy Chancellor Shael Polakow-Suransky said students who did not have scores would be judged according to a portfolio of work instead — a far more subjective measure at a critical moment.

Plus, the state requires schools to test at least 95 percent of students — and 95 percent of various subgroups, as well, such as students with disabilities or African-American students. If too few students sit for the tests, a school would not hit its required benchmarks under the No Child Left Behind, potentially triggering consequences that could culminate in closure.

In some states, such as Pennsylvania and California, a formal procedure exists for parents who wish to opt out of state testing, according to the Change the Stakes campaign. But in New York City, decisions are being made on an ad hoc basis.

Andrea Mata said there was “anxiety” and “confusion about to even go about doing it” when she told her principal that the family wouldn’t be taking part in this year’s testing. Mata’s son is in third grade at P.S./I.S. 210, a Washington Heights school that offers instruction in two languages and enrolls many Spanish-speaking students. The school can be penalized when those students score below grade level, even when the students are so new to the country that they cannot be held back because of poor performance.

“We’re less than 24 hours away and we still don’t know whether he will attend school [or] if other arrangements will be made for him,” said Mata, who joined Change the Stakes after hearing a GEM member describe the campaign on the radio last year. ‘There’s not really any clear guidance on it.”

Robert Kulesz has decided just to keep his son home during the mornings this week: He’ll arrive at his Astoria elementary school after the day’s testing is complete. Kulesz said his main objection is not the pressure that children are under but that schools are putting test prep ahead of other important elements of a well rounded education.

“They spend more time on this test prep than they spend on art or music or any of that stuff,” Kulesz said, adding that the school had sent home test prep books that cost $13 each but solicited donations for art supplies for class projects. “There’s just something wrong with that.”

Explaining the boycott to their children has been a challenge for some of the families.

“My child feels a little strange because he knows this is something that his entire class is doing,” Mata said. “He still may end up taking the math section as a compromise because he really loves math, but he’s definitely not taking the [English language arts] and he’s okay with that.”

Some parents are taking a less dramatic approach to protest against state testing. Liz Rosenberg, a Brooklyn mother, is asking fellow parents to tell true stories about the effects of testing on her new website, NYC Public.

Lori Chajet, a parent and education researcher who recently wrote about her work around college readiness for GothamSchools, launched a petition on Change.org against the state’s “high-stakes testing madness.” The petition has more than 300 signatures and comments from dozens of parents and teachers.

“I can see that the pressure is not good for my eight-year-old,” wrote David Ricceri, the father of a third-grader, in response to the petition. “The packet of homework we got over the Easter break was crazy!! He had thirteen one-page [stories] to read and answer the questions to (about 7 questions on average). Thirteen pages of math, and 40 minutes of reading each day!

“This is a third-grader we are talking about. I believe with all the crazy pressure he’s under that it’s my job to make sure he has time to daydream, invent and play, but with all this work hanging over us it never feels like enough.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.