A Tale of Two School Systems: The Impact of NYS Testing on NYC Public Schools

Here is my testimony from last night’s CEC 15/CEC 13 joint meeting about state testing. 

I am here tonight as both a District 15 parent of a third grader and as a District 15 ENL/ESL elementary school teacher.  Luckily as a parent, my daughter is in a school where the vast majority of students opt out and there is no test prep. However, as a teacher this is the hardest time of year for me. One reason I speak out against the Common Core-aligned state testing program is because it helps me to live with myself as a teacher who is forced to administer the math, English-language arts (ELA) and NYSESLAT (New York State English as a Second Language Achievement Test) assessments each spring- one after the other.  I watch kids suffer and shut down, and there’s nothing I can do about it. As a veteran teacher, I feel like a fraud, complicit in perpetuating an educationally unsound and racist testing program that is designed to harm, not help, our public schools. Common Core state testing is at the heart of corporate education reform. It’s the tool, the weapon, being used to privatize public education and dismantle teacher unions.  

To me, the test scores aren’t legitimate because they come from highly flawed assessments.  Any feedback I get from the testing company is unreliable because of the tests’ poor design, developmentally inappropriate content and ever-changing cut scores. However, authentic and meaningful classroom work, created by educators, not testing companies, paints a much more accurate picture of student progress. Furthermore, Common Core curriculum that prepares students for these tests is not innovative or transformative.  Its pedagogy is anti-democratic (see Nicholas Tampio’s critique of Common Core), and it’s highly scripted and formulaic. Context and real critical thinking are lacking, and the work itself is tedious. English-language arts, for example, relies heavily on excessive close reading.

Test scores also hinder school integration efforts.  Real estate agents use schools with high test scores to lure buyers and renters to certain neighborhoods.  Some affluent families in gentrifying neighborhoods use test scores to justify their rejection of schools whose students are largely Black, Brown and poor.  By design, test scores are used to unfairly label schools, students and teachers as “failing,” and they are used to close local schools in Black, Brown and poor neighborhoods.  This destabilizes communities and adds stress to the lives of families living there. This focus on raising test scores also takes us away from the messy – but URGENT – work we must do to address school inequity and segregation.  According to civil rights investigative journalist and District 13 parent, Nikole Hannah-Jones, the thinking is: “if we can just get the test scores up we don’t have to do anything about the fundamental inequality of segregated schools.” She also shared that her daughter is doing great in her low test score District 13 public school arguing that, “the scores aren’t even reflecting what’s being taught in that school.”  Nikole Hannah-Jones spoke at the Network for Public Education’s annual conference in Oakland, CA last October.  I encourage you to listen to her entire speech.

As we all know, there are two school systems in New York City.  Hannah-Jones calls this disparity “desperate,” and she’s cried over it.  So have I. So educationally unsound is Common Core test-centric schooling that I felt like I had no choice but to leave my beloved Title I school in East New York, my second home where I spent my first nine years as a teacher.  I am now in a District 15 school with high test scores and the differences between the two are striking.

NYC schools with low test scores face immense pressure to raise scores and therefore most decision-making revolves around this goal. No one wants to be on a focus school list, which results in greater scrutiny. Teacher morale in these schools is low and this trickles down to students.  Ask your child’s teachers how truly happy they are. The schools are top-down and undemocratic and the staff is micromanaged. There is little to no freedom to teach and learn in schools with low test scores. Schools with low test scores are constantly changing reading, writing and math programs, and they aren’t teacher-created or even teacher-selected.  Schools with low test scores are pressured by districts to adopt developmentally inappropriate and uninspiring test prep curriculum such as Pearson’s ReadyGEN. Pearson, as you may know, created the first batch of Common Core-aligned ELA and math assessments. In schools with low test scores, skills-based test prep begins in kindergarten, which completely disregards early childhood studies showing that “the average age at which children learn to read independently is 6.5 years” (Defending the Early Years).

In many schools with low test scores, there’s an almost heart-stopping sense of urgency to improve students’ performance in math, reading and writing.  As a result, these schools have limited choice time and no free play in the lower grades. Any type of play must have a literacy skill attached to it. There are fewer field trips, fewer enrichment programs and fewer (if any at all) school performances.  An inordinate amount of planning and organizing time is devoted to preparing for the state tests. Out-of-classroom teachers are pulled from their regular teaching program to administer and score the tests. Countless hours are spent bubbling testing grids.  In 2013, as an out-of-classroom ESL teacher, I lost 40 days of teaching to support this massive testing operation.

English-language learners (ELLs) are the most over-tested students in New York State and very few people – including educators – ever set eyes on the NYSESLAT, the annual ESL assessment given to English-language learners every spring following the state ELA and math tests. In fact, many parents of ELLs don’t even know their child is taking it. The NYSESLAT is arguably worse than the ELA test, and it is comprised of four testing sessions, which means four days of testing.  The kindergarten NYSESLAT has 57 questions.  The reading passages are largely non-fiction, and some of the topics are obscure, outside of the students’ everyday life experiences.  The NYSESLAT is more of a content assessment rather than a true language test. It’s also excessive in its use of close reading. The listening section, for example, requires students to listen to passage excerpts over and over again.  Testing at the proficiency level is the primary way an ELL can exit the ESL program. I have students, already overburdened by state testing, that will remain at the advanced (expanding) level on the NYSESLAT because they don’t score well on standardized tests.  Like the Common Core ELA test, the results of the NYSESLAT tell me nothing about what my students know.

Is this the type of schooling our communities want? I can tell you that educators by and large reject this top-down, one-size-fits-all, corporatization of public education. Shouldn’t community input be taken seriously? What is OUR definition of equity and excellence? Does it include high-stakes testing? The Journey for Justice Alliance offers a vision for sustainable community schools in low-income, Black and Brown neighborhoods throughout the United States: relevant, rigorous and engaging curriculum that allows students to learn in different ways, project-based assessments, supports for high quality teachers, smaller class sizes and teacher aides, appropriate wraparound support for students, including opportunities for inspiration and access to things students care about, a student-centered school climate, quality restorative practices and student leadership opportunities, transformative parent engagement, and inclusive school leadership which considers content knowledge and community knowledge (Jitu Brown, North Dakota Study Group’s annual conference, Tougaloo College, Jackson, MS, 2/16/18). As Camden, NJ organizer Ronsha Dickerson put it, “We want what we need, not what you want to give us.” This, to her, is real equity.   

Telling NYSED Commissioner Elia to Trash the NYSESLAT: My Testimony from the Brooklyn ESSA Hearing

Last night a large crowd gathered at Brooklyn’s Prospect Heights Educational Campus to hear feedback on the New York State Education Department’s (NYSED) proposed plan to comply with the federal Every Student Succeeds Act (ESSA). Speakers were each given three minutes to testify.  I ran out of time and Luis O. Reyes, a member of the NYS Board of Regents, summoned me to the front table to ask for a copy of my speech.  NYSED Commissioner MaryEllen Elia was sitting next to him so I used the opportunity to share with her this message: “Get rid of the NYSESLAT. It’s horrible!”  Here is my June 6, 2017 testimony.  

The current Common Core package of high-stakes testing, developmentally inappropriate standards and dull curricula is unsustainable.  Unfortunately, the state’s proposed plan to comply with the Every Student Succeeds Act (ESSA) does not improve the learning and teaching conditions of our schools.  In fact, it further penalizes schools, particularly those located in areas of concentrated poverty. With regards to high-stakes testing, which is the focus of my testimony, we have not been fooled by the state’s so-called revisions; the state continues to insult our intelligence. Thus the most effective way for us to fight back is to boycott state tests.  There has been much (justified) denunciation of the state ELA (English-language Arts) and math tests, but few people speak out publicly against the Common Core-aligned NYSESLAT, the annual state English as a Second Language (ESL) test that all English-language learners (ELLs) in New York State must take.  In fact, many parents are in the dark about this grueling assessment that is given right after the state ELA and math tests.  Tonight I wish to highlight this lesser known test because it is yet another example of a wrongheaded state test, and its administration shows just how over-tested our children are, particularly our ELLs. 

The NYSESLAT is tedious, dense, long, boring, developmentally inappropriate, poorly constructed and confusing, and it is comprised of four testing sessions, which means four days of testing.  The kindergarten NYSESLAT has 57 questions and the assessments taken in grades 1-12 each contain 66 questions, which are a combination of multiple choice and constructed written responses. The passages are largely non-fiction, containing social studies and science content, and some of the topics are obscure, outside of the students’ everyday life experiences.  The NYSESLAT is more of a content assessment rather than a true language test.  It’s also excessive in its use of close reading.  The listening section, for example, requires students to listen to passage excerpts over and over again ad nauseam.  Many teachers bemoan the NYSESLAT, claiming that native English speakers would struggle to test at the proficiency level, which is the primary way an ELL can exit the ESL program.   I have students, already overburdened by state testing, that will remain at the advanced (expanding) level on the NYSESLAT because they don’t score well on standardized tests.  To subject them to this poor quality assessment year after year is abusive.

New York State administers the NYSESLAT to comply with federal law, but it’s the state that creates this developmentally inappropriate and highly flawed test.  I often wonder if any of the decision-makers at the state level have actually looked at the test.  Anyone who signs off on the NYSESLAT should be required to sit down and take this arduous four-part assessment (as well as the math and ELA tests).  At the local level, why aren’t more district leaders publicly condemning the state testing program?  We are past the point of using fear as an excuse to remain quiet.  We can no longer shrug our shoulders and say yes this is a horrible test but we have to give it. What can we do? We can refuse, is what we can do, in spite of the state’s increasingly threatening tone.  How can the state penalize schools for refusing tests that are toxic?  I’m not talking about a fringe group of educators that feels this way.  The tests are widely derided by working educators: teachers and school leaders alike.  If ESSA gives states more leeway in designing their own accountability systems, why not honor assessments that are truly holistic, meaningful and developmentally appropriate? U.S. labor leader Emma Tenayuca once said, “I was arrested a number of times.  I never thought in terms of fear.  I thought in terms of justice.” The opt-out movement seeks justice for all students.  Every child in this state is deserving of a rich and well-rounded education.  The state’s accountability system – centered on high-stakes testing – robs our children of this.

You can send your own comments on the proposed plan through June 16 by emailing ESSAComments@nysed.gov

Here are some additional resources that look critically at the state’s proposed plan:

Leonie Haimson’s (Class Size Matters) Testimony on the state’s proposed accountability system under ESSA

Rally held to express concerns over ‘Every Student Succeeds Act’ plan – News 12 Brooklyn

Another Squandered Opportunity: Parents, Students and Educators Slam NYSED’s Flawed ESSA Proposal on NYC Public School Parents

Nicholas Tampio’s LoHud OpEd  

Test Refusal = People Power

In recent months, social media has been ablaze with talk of regular folk taking action to resist the Trump agenda.  Protests are a daily occurrence, and even those who previously paid little attention to politics are now hitting the streets with cardboard signs to express their outrage.  I see girls as young as 6 years old scurrying into brownstone Brooklyn public schools with handmade, mauve-colored pussy hats atop their heads.  I would even argue that more than half of the adult population in the United States knows who Betsy DeVos is and what she stands for.  While I wish more people had been ‘woke’ under Obama, this new wave of activism – with the message of #PeoplePower at its heart – gives me hope.

Since 2013, I have been strongly encouraging residents of New York State – and beyond – to refuse the Common Core-aligned grades 3-8 state tests in math and ELA.  I still have nothing positive to say about them, and at this point – in my weary, I-give-zero-you-know-whats state – I have escalated to practically demanding that you opt out this year.  Even Betty Rosa, the new chancellor of the New York State Board of Regents, said she’d refuse the tests.  Here’s what Kate Taylor of The New York Times reported in March 2016:

“Dr. Rosa has criticized the new, more difficult tests that the state introduced under her predecessor, Merryl H. Tisch, as part of its transition to the Common Core standards. She has suggested that the tests were designed so that many students would fail, giving policy makers a chance to point to a crisis in the state’s schools. On Monday, she said that if she had children in the grades taking the exams, she would have them sit out the tests, as the parents of more than 200,000 students did last year.”

People, we have power.  Refusing the state tests sends the message that we reject the further privatization of public education in this country.  Under this umbrella, we:

• say NO to the over-testing of our youngest learners, particularly English-language learners who must also take the grueling four-part NYSESLAT assessment AFTER the state ELA and math tests.
• say NO to school segregation and the argument that a school is “bad” because of low test scores.
• say NO to fear and threats! NYC students ARE getting into competitive middle and high schools without test scores, and schools are not being defunded.
• say NO to a one-size-fits-all education.
• say NO to poorly constructed, highly flawed and developmentally inappropriate standardized tests.
• say NO to test scores being used to label schools, students and teachers as “failing.”
• say NO to uninspiring test prep curricula.
• say NO to the lack of art, music and culturally responsive curricula in our schools.
• say NO to data-mining.

Opting out is not just to protect your own child.  It also sends the message that we are looking out for ALL children.   Peter Greene, a highly respected educator and blogger, recently published a piece on test refusal in The Huffington Post.  It gives even more reasons to opt out including “the value of non-compliance,” my personal favorite.  Greene writes, “In this day and age, it is never too early for a child to learn that sometimes people in authority will demand that you comply with dumb actions. Unthinking compliance is unwise. It’s good for all citizens to learn to say ‘no’.” 

The New York State tests begin two weeks from today.  Please visit these websites to download your opt out letter.  It’s not too late to say NO, and don’t let anyone tell you that you can’t refuse the tests.

NYS Allies for Public Education 

NYC Opt Out

 

The Terrible, Horrible, No Good, Very Bad Pearson Tests

Over the course of three consecutive days last week, students in grades 3-8 took Pearson’s New York State (NYS) Common Core English-language arts (ELA) tests.  As was the case in 2013, 2014 and 2015, the 2016 ELA tests were developmentally inappropriate, confusing and tricky.  Despite the New York State Education Department (NYSED)’s “adjustments” to the 2016 assessments, there was no improvement to the quality of the tests.

While I am barred from disclosing the reading passages and questions that appeared on the tests, in no way will I refrain from broadcasting to the world how outraged I continue to be – year after year – over New York’s oppressive testing regime.  Since 2013, when Pearson’s Common Core tests were first administered in New York state, I’ve been documenting this nightmare on my blog.

On 4/3/16, Lauren Cohen and I demonstrated at NYC councilman Danny Dromm’s rally in Jackson Heights, Queens. Dromm was informing parents of their right to opt-out of the NYS Common Core tests. As a member of the MORE caucus of the UFT, Lauren is running for VP of Elementary Schools in the upcoming UFT election. She truly puts children first.

Here are my thoughts on the 2016 ELA test.  I have focused on third grade because these students – aged eight and nine – are our youngest NYS Common Core test-takers.

1.) The 2016 Common Core ELA test was as absurdly long as it was in 2013, 2014 and 2015 despite the fact that it was shortened by just one reading passage and by a handful of multiple choice questions.

2016 Grade 3 Common Core English Language Arts Test

• Day One: 4 reading passages, 24 multiple-choice questions (Students darken the circles on Answer Sheet 1).
• Day Two: 3 reading passages (same as 2015), 7 multiple-choice questions (Students darken the circles on Answer Sheet 2), 2 short-response questions (Students write answers directly in Book 2.) 1 extended-response question (Students write answer directly in Book 2).
• Day Three: 3 reading passages (same as 2015), 5 short-response questions (Students write answers directly in Book 3) and 1 extended-response question (Students write answer directly in Book 3).

TOTALS: 10 reading passages, 31 multiple-choice questions, 7 short-response questions and 2 extended-response questions.

For the short-response questions, students typically write a paragraph-long response that must include at least two details from the passage. The extended-response question requires an essay-like written response: introduction, supporting evidence/details, conclusion. Where is the NYSED’s research that shows that this is an educationally sound testing program for a third grader? Seriously. Does anyone know how the NYSED justifies this? The length alone of these tests warrants our banging of pots and pans in city streets.

2.) Now let’s move on to content.  The reading passages were excerpts and articles from authentic texts (magazines and books).  Pearson, the NYSED or Questar did a poor job of selecting and contextualizing the excerpts in the student test booklets.  How many students actually read the one-to-two sentence summaries that appeared at the beginning of the stories? One excerpt in particular contained numerous characters and settings and no clear story focus.  The vocabulary in the non-fiction passages was very technical and specific to topics largely unfamiliar to the average third grader.  In other words, the passages were not meaningful. Many students could not connect the text-to-self nor could they tap into prior knowledge to facilitate comprehension.

3.) The questions were confusing.  They were so sophisticated that it appeared incongruous to me to watch a third grader wiggle her tooth while simultaneously struggle to answer high school-level questions. How does one paragraph relate to another?, for example. Unfortunately, I can’t disclose more.  The multiple-choice answer choices were tricky, too. Students had to figure out the best answer among four answer choices, one of which was perfectly reasonable but not the best answer.  Here’s what P.S. 321’s principal, Elizabeth Phillips, wrote about the 2014 Common Core tests.  Her op-ed We Need to Talk About the Test appeared in The New York Times on April 9, 2014.  These same issues were evident on the third grade 2016 ELA test.

“In general terms, the tests were confusing, developmentally inappropriate and not well aligned with the Common Core standards. The questions were focused on small details in the passages, rather than on overall comprehension, and many were ambiguous. Children as young as 8 were asked several questions that required rereading four different paragraphs and then deciding which one of those paragraphs best connected to a fifth paragraph. There was a strong emphasis on questions addressing the structure rather than the meaning of the texts. There was also a striking lack of passages with an urban setting. And the tests were too long; none of us can figure out why we need to test for three days to determine how well a child reads and writes.”

4.) The reading levels of the passages were above “grade” level, whatever “grade” level means these days.  One passage was an article recommended for students in grades 6-8. Has the NYSED done any research on early childhood education? Defending the Early Years cites a Gesell Institute of Child Development report that says,

“…the average age at which children learn to read independently is 6.5 years. Some begin as early as four years and some not until age seven or later – and all of this falls within the normal range.”

Yet for the NYS Common Core ELA test, the NYSED expects all third graders to be able to decode and comprehend texts that are typically used with fourth, fifth and sixth graders?

5.) While in theory I prefer untimed tests to timed tests, the lack of a time limit is of little comfort to students who are subjected to developmentally inappropriate tests.  Read this heartbreaking account by a New York City teacher who blogs at pedagogyofthereformed.wordpress.com. Of a former student, this teacher writes,

“After 18 hours of testing over 3 days, she emerged from the classroom in a daze. I asked her if she was ok, and offered her a hug. She actually fell into my arms and burst into tears. I tried to cheer her up but my heart was breaking. She asked if she could read for a while in my room to calm down and then cried into her book for the next 15 minutes.”

Leonie Haimson, Executive Director of Class Size Matters, noted in a post on her blog NYC Public School Parents that this “…appears to violate the NY law passed in 2014 that limits state testing time to one percent of total instructional time.” Additionally, fellow Change the Stakes member, Rosalie Friend, pointed out that “without a set time limit, the tests no longer are standardized.  Therefore, one cannot draw ANY conclusions from the scores.” So this alone seems to invalidate these $44 million tests.

Collectively, we must stop this insanity.  I’ve been sounding the alarm on these tests since 2013, and the vast majority of educators I know agree with me.  I’m beyond fed-up that I have to continue to administer these assessments to my students.  It is unconscionable to me that Chancellor Fariña, in her 3/15/16 letter to NYC parents, wrote that these tests are “incredibly important” and a “valuable experience for our students.” It’s been nearly a month since I read those words and my jaw is still on the floor.

Parents – if you haven’t already refused the tests, you still have time to opt-out of the Common Core math tests, which will be administered on April 13, 14 and 15 of this week.

Teachers and administrators – the Common Core testing climate in New York state is too dire for you to remain quiet.  Speak up and encourage parents to opt-out.  Boycotting these tests is the only way to change course.

May this video of these principled MORE teachers inspire you.

From left to right: NYC teachers Lauren Cohen, Kristin Taylor and Jia Lee spoke critically of the NYS Common Core tests to NBC 4 New York. Screenshot courtesy of NYC teacher and UFT chapter leader Arthur Goldstein who blogs at nyceducator.com.

 

For more information, please visit:

NYC Opt Out

NYS Allies for Public Education

Defending the Early Years

Network for Public Education 

pedagogyofthereformed

 

 

 

NYC Teachers: What do YOU think of Pearson’s NYS Common Core tests?

Oh wait – we aren’t supposed to say anything about Pearson’s NYS Common Core tests.

 

As I reported in my last blog post, in her March 15, 2016 letter to NYC parents, NYC schools chancellor Carmen Fariña wrote that the NYS (New York State) Common Core math and ELA (English-language arts) tests are “…incredibly important for teachers and schools, who use the results to improve instruction and to provide individual support to all of our students.  They are a valuable experience for our students.”  

What do you think? Are Pearson’s NYS Common Core tests valuable and important?  Please leave a comment on this post (or send me an email: katielapham1@gmail.com).  I will respect your anonymity. I just ask that you include the following information: borough, NYC school district and school level (middle or elementary).

I am soliciting teacher feedback because I strongly disagree with Fariña’s remarks about the value of these tests and feel that it’s important for ALL parents – not just those in Brooklyn’s District 15 or Tribeca – to know the truth about these tests.  I applaud the brave teachers at Park Slope’s P.S. 321 and Tribeca’s P.S. 234 who have criticized the tests to parents.  Their eloquent testimonials are spot on.  Countless teachers bemoan Pearson’s NYS Common Core tests behind closed doors, but due to fear here in NYC, few teachers speak out against them.

As a mandated reporter and educator of English-language learners (ELLs), I refuse to remain quiet.  Since 2013, I have had to administer these horrendous Pearson Common Core tests to my students.  Each year I tell myself that I will follow the lead of NYC’s Teachers of Conscience by refusing to administer them. But I haven’t yet taken that step.  Instead, I have this blog.

The 2016 NYS testing season begins on April 5, 2016. It includes Pearson’s NYS Common Core ELA and math tests (a total of six days), the NYSESLAT for English-language learners, the state science test for 4th graders, Common Core field tests for select grades in select schools, the Chinese Reading Assessment for students in Chinese dual language/bilingual classes and the Spanish (ELE) Reading Assessment for students in Spanish dual language/bilingual classes. This means that out-of-classroom teachers, like myself, will have to suspend their teaching programs (mine is mandated) in order to test students.  Our kids who are most in need of support – both academic and emotional – will be deprived of their services during this time.  It also means that teachers will feel disingenuous as they encourage students to do their best on non-teacher created tests that insult our intelligence.  Pearson’s NYS Common Core tests have been widely discredited for being poorly constructed, developmentally inappropriate, and invalid.  The New York State Education Department (NYSED) manipulates cut scores in order to legitimize the false narrative that our schools are failing.  Not only are cut scores constantly changing but the NYSED sets them AFTER the tests have been scored. Thus, the NYSED’s claim that 70% of our students are failing is invalid.

It is a truly soul-crushing time of the year for everyone involved, except – perhaps – for Carmen Fariña.  Will she be deprived of valuable instructional time to administer and to score meaningless tests? Will she have to watch students, as young as 8-years-old, shut down, cry, throw up, call themselves stupid? Will she go home at the end of a grueling testing day in tears? Will she have to to explain to a scared and confused newcomer ELL why he/she has to take the ELA test after just 12 months in the system followed by the NYSESLAT? Fariña is not in the trenches. We are, and – for the sake of our beloved students – our stories deserve to be told.  

NYC teachers – I implore you to use this blog post to share your views about Pearson’s Common Core tests.  We will not be silenced or disenfranchised. We want our students to thrive, and to be motivated to make the world a better place.  This testing program is a kick to the stomach.  Enough is enough.
 

 

 

NYC Parents: Here’s the TRUTH about the 2016 NYS Tests

New York City parents may be hearing that the New York State (NYS) Common Core math and ELA (English-language arts) tests will be better this year and are of value to educators and students.

This does not tell the whole story.  Here’s the truth about the 2016 NYS tests. 

• Pearson created the 2016 tests.  Questar Assessment Inc., which, in 2015, was awarded a $44 million, five-year contract by the New York State Education Department (NYSED), is in the process of developing test questions for future tests.  However, their tests won’t be used until 2018. According to a January 2016 NYSED memo,”Questar Assessment, Inc. has replaced Pearson and is responsible for the construction of this year’s test forms and guidance materials.” Questar did not create the actual 2016 tests and test questions. 

• While a total of 156 NYS educators may have reviewed the 2016 tests, NYS educators did not participate in the writing of the 2016 test questions. The actual development of the 2016 tests was done by Pearson.  According to the New York State Education Department (NYSED), teachers will work with Questar to create field test questions in 2017. I would like to know how these 156 educators were selected – were any critics chosen?- and if their recommendations for change – if any – were taken seriously. 

• The shortening of the 2016 NYS Common Core tests is insignificant. Students will still spend a total of six days taking the math and ELA tests (three days each).  The tests are untimed this year so students could potentially sit for an even longer period of time to complete the assessments.  The below comparison charts show how minimal the changes to the tests are.  Also, shaving off a few questions does nothing to improve the quality of the test questions.  The tests are still bad.

• Using NYSED’s online test archive, Kemala Karmen, a NYC parent and co-founder of NYCpublic.org, “calculated how many more test items a NYS student in 2016 will be required to answer than a NYS student in the same grade had to answer in 2010” (Karmen, 2016).  In an email, Karmen wrote, “A 5th grader this April will be faced with 117 questions (combined math and ELA).  2010’s 5th grader? 61.  That’s 56 more questions, or an increase of 92%.”

In addition to illustrating the sharp increase of test questions since 2010, this graph, created by NYC parent Amy Gropp Forbes, shows how insignificant the shortening of the 2016 is. 

• The NYS Common Core ELA and math tests are not the only assessments administered this spring.  NYSED recently released the 2016 field test assignments for NYS schools.  Please click on this NYSED link to see if your school has been signed up to field test future math, science or ELA test questions.  The June 2016 administration of the field tests is of no value to teachers or students, the latter of which are being used as guinea pigs.

• Similarly, many NYC parents are unaware of the excessive and developmentally inappropriate testing our English-language learners (ELLs) are subjected to. After only 12 months in the system, all ELLs in NYS must take the ELA test (ELLs are not exempt from the math test in their first year because translated versions of the assessment are available).  During the recent parent-teacher conferences, it pained me to share with parents my goal for second graders who were at the expanding (advanced) English-proficiency level: to test proficient on this year’s NYSESLAT (New York State English as a Second Language Achievement Test). Administered each spring, the NYSESLAT is a grueling four-part test, now aligned to the Common Core, which assesses ELLs’ speaking, listening, reading and writing proficiency levels in English. It is a content-based assessment, not a true language test, and, in my professional opinion, it is wholly inappropriate to administer to ELLs at any grade level. Sentence writing, for example, is expected of ELLs in kindergarten. Spending my precious minutes discussing this highly flawed standardized test was bad enough, but my rationale for getting students to test out (test proficient or pass) tightened the knot in my stomach. If my expanding (advanced) ELLs do not pass the NYSESLAT this school year, in third grade they will have to take it again right after the widely discredited NYS Common Core ELA and math tests.  I signed up to be a teacher, not a tester.  

• I can’t think of a single working NYC teacher who finds the NYS Common Core tests to be a “valuable experience for our students” (as per New York City Department of Education (NYCDOE) chancellor Carmen Fariña’s 3/15/16 letter to parents). Pearson’s NYS Common Core tests are not teacher-created, nor do they accurately reflect the contextualized skills and knowledge that students gain in the classroom. The tests are developmentally inappropriate, poorly constructed and contain ambiguous questions. In 2014, 557 New York State principals signed this letter denouncing the tests. Despite the so-called changes to the 2016 tests, the content and the skills that are tested remain the same.

In painting a broader picture of the impact of NYS’s Common Core testing program on public education, it’s important to highlight that everything revolves around the highly flawed NYS Common Core tests.  Despite the NYCDOE’s argument that multiple measures are used to determine a child’s promotion to the next grade, the testing program is the sun around which all other aspects of public education orbit.  Schools with low test scores – due to poverty, high numbers of English-language learners and/or students with disabilities – are particularly vulnerable to scrutiny, micromanagement and excessive testing.  These schools face state reviews and pressure to adopt Common Core test prep curricula (ReadyGEN, GO Math! and Expeditionary Learning, for example), all at the expense of offering students an authentic and inspiring education that truly meets their social, emotional and academic needs.

I have spent the past 10 years in Title I elementary schools in New York City.  Our students go on fewer field trips, are exposed to a narrower range of books, and participate less in the arts.   In Title I schools, beginning in kindergarten, there exists such a strong sense of urgency to prepare students for the skills they will need in order to do well on the state tests that not a moment is to be “wasted.” Cutting and pasting in first grade is wrongly viewed as lacking rigor.  As a result, it’s not uncommon to find a second grader struggling to use glue and scissors.  Folding paper, I’m discovering, is an undeveloped skill nowadays.

In schools with low test scores, there is no free play and, for the most part, recess only happens at lunchtime (weather permitting).  Any classroom “play” must reinforce academic skills.  School days can be suffocating for students and teachers alike.  Curriculum pacing guides must be followed faithfully, which has killed spontaneity and deprives students of opportunities to learn about topics outside of the curriculum. I’ve even had to sneak in Martin Luther King, Jr. and Chinese New Year.  My rich author study units highlighting the important works of Ezra Jack Keats and Leo Lionni, among others, are collecting dust.  I mourn this loss of freedom every day I go to work.  Forget about using students’ interests to shape instruction.  “Choice” is only offered to students within the confines of the Common Core-aligned curricula.

Andy Yung, a talented pre-K teacher in Queens, presented this slide at last weekend’s Jackson Heights People for Public Schools event. 

What is of chief importance to “struggling” schools is the raising of scores on poor quality tests that do not reflect how each student has grown in his or her own way.  As part of their test preparation program this year, a Bronx elementary school has already administered two NYS ELA and math test simulations: one in December 2015 and the other in March 2016.  Each simulation lasted six days (3 periods each day) and was harder than the real tests, according to a teacher.  While this is an extreme case – and arguably abusive – test prep is still occurring citywide even at schools with high test scores.

The organized opt-out movement here in NYC is led by local parents and educators who spend an inordinate amount of time researching the NYS Common Core testing program and educating themselves on developmentally appropriate pedagogy.  Change the Stakes and NYC Opt Out, among others, report the truth through social media and through testing meetings that are being held all over NYC.  While some NYC parents may have initially gravitated to this movement in order to protect their own children from educational malpractice, a growing number of opponents of the state testing program are opting-out for justice.  Boycotting the tests and depriving the state of data is seen as the only way to effect change in our schools, and to curb the further privatization of public education (see what’s happening right now in the United Kingdom).

These parents and educators envision a different educational experience for all children of New York State.  Bronx principal Jamaal Bowman  speaks out against the current NYS Common Core testing program.  As reported in this November 2015 Huffington Post article, “Jamaal Bowman knows his kids and with the research to back up his approach, he makes it clear that by empowering teachers and inspiring children toward their passions, in an atmosphere that embraces our diversity, we have the capacity to realize the goals that the current reforms are failing to produce.”  I also appreciate Brooklyn New School principal Anna Allanbrook’s weekly letters to parents , which showcase her school’s whole child approach and contrast sharply with NYS’s test-based education reform initiatives.  In Allanbrook’s March 7 letter, she links to a speech delivered by principal Bowman and writes, “Jamaal suggests that all parents exercise their right to opt out of high stakes testing, advising parents to demand more holistic assessment of their children. Jamaal’s words remind us of the words of Dr. Martin Luther King, Jr. who said, “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” These are brave, ethical NYC school leaders whom I greatly admire.

What about all the thoughtful and experienced NYC classroom teachers who find fault with these tests and don’t view them as a valuable teaching tool?  The teachers of the MORE caucus of the UFT (United Federation of Teachers) support opt-out and oppose Common Core, Danielson teacher evaluations and high-stakes testing. MORE candidates, such as Jia Lee, who testified against high-stakes testing in a U.S. senate hearing last year, are running in this year’s UFT election. Teachers of Conscience refuse to administer both state and local standardized assessments.  Teachers’ legitimate concerns, based on years of experience and knowledge of developmentally appropriate pedagogy, are absent from the official story that’s being told to NYC parents. In fact, NYC educators are being silenced and, as a result, are afraid to speak out.  This is an attack on our democracy and goes against the so-called critical thinking that the NYCDOE purports to be promoting through Common Core.

This is just a glimpse of what’s really going on in NYC public schools.  There is, of course, more to the story.   Here is a link to view the March 2016 NYCDOE’s Student Participation in Grades 3-8 New York State Tests Parent Guide.  Regardless of your child’s performance level, it is a parent’s right to opt out.

The NYCDOE 2016 guide states, “if, after consulting with the principal, the parents still want to opt their child out of the exams, the principal should respect the parents’ decision and let them know that the school will work to the best of their ability to provide the child with an alternate educational activity (e.g., reading) during testing times.”  

For more information about opting out, please visit these sites:

Ten Reasons Why NO Child Should Take the NYS Common Core Tests

www.optoutnyc.com

changethestakes.wordpress.com

morecaucusnyc.org

NYS Allies for Public Education 

Long Island Opt-Out Info

unitedoptout.com

Defending the Early Years – deyproject.org

networkforpubliceducation.org

badassteacher.org

 

 

 

 

 

 

 

 

 

Who’s Afraid of the Project Kids?: The Struggle to Integrate NYC Public Schools

In March, I wrote a blog post that detailed 10 reasons why no student in New York State should take the Common Core English-language arts (ELA) and math tests.  On reflection, I should have added that so-called low test scores are being used by many to label largely minority and Title I schools* as “failing” and therefore undesirable.  Some of these schools are located in gentrifying areas and a number of white and/or relatively affluent, professional parents are rejecting them.  The proposed rezoning of schools in the Brooklyn Heights/Dumbo area has been in the local news lately.  Here’s what one parent at P.S. 8, with a 15% poverty rate, had to say about P.S. 307 (85% poverty rate), which is located across the street from the Farragut Houses public housing complex in the Vinegar Hill neighborhood.  This quote is from an article that appeared in The Wall Street Journal on 9/22/15.

People who moved into Dumbo and Vinegar Hill “trusted they had an education strategy at least through primary school,” said Teresa Hohl, a P.S. 8 parent. “All of a sudden…they’re now going to be pushed into 307, which is completely underperforming in comparison.” “Rezoning Plan for Two Brooklyn Schools Riles Up Parents,” The Wall Street Journal, 9/22/15.

Top left photograph is of P.S. 307.  The top right photograph is of the Farragut Houses opposite P.S. 307. The bottom photo shows P.S. 8’s main entrance.  All photos were taken by me. 

I know that not all Brooklyn Heights/Dumbo parents feel this way.  However, quite a few do and it’s problematic for area schools.  Not only does it hinder efforts to desegregate our schools but such comments imply that the lives of black, brown and low-income students hold less value.  They perpetuate a socioeconomic hierarchy in which white and/or affluent and professional individuals put themselves at the top.  Do they not think that their children could learn from black and Hispanic students? Did this parent ever visit P.S. 307? Did she talk with P.S. 307 parents and educators? Is her assessment of the school based solely on NYS Common Core ELA and math scores, which – as we know – come from highly flawed, unreliable tests that do not come close to painting an accurate picture of how a school functions.  What’s even more troubling is that some of these parents support the opt-out movement.  Yet, they are using the very same test scores they denounce to justify not wanting to send their kids to a school with a large number of low-income students of color.

I know teachers at P.S. 307 and have visited the school. I have heard great things about it under the strong leadership of the former principal, Roberta Davenport. A teacher not affiliated with the school recently told me that she would work for Davenport in a heartbeat.  P.S. 307 is an innovative STEM (science, technology, engineering and mathematics) magnet school.  Each classroom has a living environment, and discovery learning is stressed through hands-on experiences.  Additionally, P.S. 307 has partnered with reputable organizations such as the Morningside Center for Teaching Social Responsibility and Lutheran Hospital.  SEL (social and emotional learning) topics are included in the school’s curriculum, and a school-based health center is available for students in need of counseling and other services.  P.S. 307 also offers instruction in Mandarin, and violin classes.

As a NYC public school teacher who has only worked in Title I schools, I can tell you that the vast majority of teachers try their best to give each student what he or she needs to grow academically and emotionally. It is not an easy job, and we face many hurdles, but we want to challenge each student at his or her own level regardless of the school’s status (Title I or otherwise).  In my 10 years in the system, I have not witnessed this so-called culture of low expectations.  Therefore, I don’t buy this argument that by enrolling in P.S. 307, which offers a wide range of quality programs and opportunities, the children of white and/or affluent, professional parents will receive a compromised education. Indeed the school’s test scores will remain lower than those at P.S. 8, but didn’t we already establish that the scores are meaningless? In no way should these Common Core test scores be used to judge a school.  Parents need to visit the school, observe the teaching going on in the classroom, talk to parents, and find out how the principal runs the school.

Resistance to the city’s rezoning plan for this part of Brooklyn also include some current P.S. 307 parents who – among other concerns – express fear that the school’s Title I funding will vanish as more higher-income students enroll in the school.  This happened at P.S. 9 in Prospect Heights.  No longer a Title I school, the PTO (parent teacher organization), which is comprised largely of white, professional parents, has developed an ambitious fundraising plan to make up for the loss of this funding source.  Initiatives such as the annual fall carnival and Friday movie nights also help to bring the community together.

The tragic ordeal that Manhattan’s P.S. 191 faced over the summer is another example of flawed official data being used by white and/or affluent, professional parents to argue against enrolling in a neighborhood Title I school.  On August 20, Emily Frost of DNAinfo reported that this Upper West Side school was mislabeled “persistently dangerous” by the New York State Education Department.  The story is complex; incident reports were miscoded, for example, and the case was mishandled by the New York City Department of Education (NYCDOE).  You can read more about it here. In fact, the most egregious incident – involving rape and sexual assault by a 22-year-old after-school program staffer- occurred after hours at P.S. 191’s middle school.  For the purposes of this piece, however, I wish to point out that P.S. 191, which draws many low-income students of color from the Amsterdam Houses public housing complex, has been fighting a reputation stigma for years and this recent mislabeling adds another roadblock to filling seats at this dynamic elementary school.

I have visited P.S. 191 and know teachers there.  They are dedicated and hard-working and some have enrolled their own kids in the school.  P.S. 191 is a museum magnet school.  It boasts a new technology lab and strong partnerships with local museums.  The arts are prioritized as is project-based learning.  Like P.S. 307, there’s a lot of good things happening at P.S. 191 and official data falls short of telling the whole story.

What I predict will happen in the Brooklyn Height/Dumbo area is that a larger number of white and/or affluent, professional parents will choose to send their children to area charter schools like the International Charter School of New York in downtown Brooklyn and nearby Success Academy Fort Greene.  While minority students attend these charter schools, the perception is that unruly and undesirable behavior that might be exhibited by project kids at local public schools is not an issue at schools like Success Academy that also boast high test scores.  At P.S. 191, for example, there has been a white flight to  Success Academy Upper West.  If, over the next few years, P.S. 307 experiences an influx of higher income students due to the rezoning of Brooklyn Heights/Dumbo, what will happen to the kids who live at the Farragut Houses directly across the street? Will they be rezoned to nearby P.S. 287, which is 90% Hispanic and black? Will the under-enrolled P.S. 287 be seen as a dumping ground for poor students of color while P.S. 307 turns into a largely white, affluent P.S. 8-type school?

School segregation has been a hot topic not just here in New York City, but nationally too.  There has been much discussion of This American Life’s episode 562: The Problem We All Live With (July 31, 2015) in which Nikole Hannah-Jones, a reporter for the New York Times Magazine, argues that integration is the key to closing the achieving gap but since 1988, re-segregation has been the trend in U.S. public schools.  In fleshing this out, Hannah-Jones details the accidental and short-lasting integration of Francis Howell High School, a mostly white public school in St. Charles, Missouri.  When Francis Howell parents found out that black students from Normandy High School in St. Louis would be allowed to transfer to their school, they were upset.  Thousands packed into Francis Howell’s gym to hear arguments against the plan.  Francis Howell parents argued that Normandy kids were dangerous and would make the school unsafe and drug-infested. They worried that Normandy kids would lower Francis Howell’s test scores. Had any of these parents been to Normandy High School? Did they know any Normandy parents or teachers? If the Francis Howell parents had gotten to know the Normandy community, would they have been welcoming? Their fears, not surprisingly, proved unwarranted. I wonder how many affluent Brooklyn and Manhattan parents listened to this public radio program and called into question their own prejudices?

Here in New York City, Hannah-Jones – together with Brad Lander, NYC councilman – appeared on WNYC’s The Brian Lehrer Show on August 20 to discuss school integration initiatives, specifically “controlled choice,” which is detailed in this New York City Council School Diversity Accountability Act.  More recently, on September 16, Hannah-Jones participated in a panel on school diversity at the Brooklyn Historical Society.  Unfortunately, I was unable to attend but I look forward to watching the video of the discussion, which will be posted soon on the Brooklyn Historical Society’s Vimeo page.

Education, especially at the elementary school level, is not just about academics.  It is irresponsible of policymakers to distill it down to data such as ELA and math scores and flawed school safety reports.  The goal of educators is to make the world a better place, which includes heightening students’ awareness of the injustices of life. Segregation does a disservice to our students.  Despite growing up in diverse New York City, how many white and/or affluent kids truly know and appreciate what it’s like to live in poverty and to face racism on a daily basis? We live in silos and fail to deeply get to know one another.  How can we create innovative, effective strategies to solve societal ills if we rely on superficial data, preconceived notions and our own self-interests to drive our decision-making?

*Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. -U.S. Department of Education

NYC Parents – Refuse the MOSL Assessments!

Dear NYC parents,

Did you know that test refusal is not limited to the NYS Common Core ELA (English-language Arts) and math assessments that are administered to students in grades 3-8?  My daughter will be entering first grade this year and I refuse to allow her to take the NYC local assessments, which are used solely for teacher evaluation purposes.

In NYC, these tests – administered to students in K-12 – are referred to as MOSLs (Measures of Student Learning). You can read more about them here and here. Ask your child’s teacher for more information about the MOSLs, specifically which assessment is being used at his/her school (there are various NYCDOE-approved assessments). Below is a copy of my refusal letter in case you wish to use it. I borrowed some of the language from NYS Allies for Public Education’s (NYSAPE) 2015-2016 Refusal Letter, which you can access here. Please also visit Change the Stake’s website for sample opt-out letters that are specific to NYC public schools.

Thanks,
Katie

      

Dear ____________,

I am writing to inform you that I refuse to allow my daughter, _______________, to participate in any local/benchmark assessment used in the New York State teacher evaluation system administered in the fall, winter, and spring of the 2015-2016 school year. Specific to New York City is the MOSL testing program, which includes the NYC Performance Tasks for math and ELA (English-language Arts).

My refusal should in no way reflect on the hard work and talents of the teachers and staff at P.S. ______. As both a parent and an educator, I see these tests as harmful, expensive, and a waste of time and valuable resources. The Grade 1 NYC Performance Tasks, in particular, are poorly constructed and developmentally inappropriate. I object to the fact that my daughter’s teachers had no input in creating the tests and rubrics. Assessments should be teacher-created, not written by a testing company or central education department office.

I also refuse to allow any data to be used for purposes other than the individual teacher’s own formative or cumulative assessment. I am opposed to assessments whose data is used to determine school ranking and teacher effectiveness, or is used for any other purpose other than for the individual classroom teacher’s own use to inform his or her instruction.

My family and I are very fond of the P.S. ______community.  I appreciate the school’s commitment to educating the whole child, particularly through the arts, and feel that the city and state’s insidious testing programs take away from this.

Please let me know if you have any questions or concerns.  I understand the demands of your job and am grateful for your dedication to the students of P.S. ______.

Kind regards,

Katie Lapham

Responding to the Cavalier and Condescending Merryl Tisch

I could barely get through Merryl Tisch’s interview on yesterday’s The Brian Lehrer Show. Either she has no clue what teaching in the trenches is like – and therefore is truly ignorant – or she just doesn’t care. After all, Tisch said she is tuning out dissent.

I am deeply disturbed by Tisch’s implication that the NYS Common Core tests are valid and reliable.  No NYS educator I know feels this way; they are of no value to us. Also, in objecting to the growing opt-out movement and reducing it to “political noise,” she bizarrely argued that NYS might end up having to administer national Common Core tests instead of the state’s version.  I don’t understand why this is of concern to her. Both the NYS Common Core tests and PARCC’s national Common Core tests, which New York was supposed to administer beginning this year, are created by Pearson. Aside from one being administered online (PARCC), I’d imagine the content and skills tested are very similar.

But what really made me start shaking was when Tisch responded insincerely to the Long Island teacher’s concern about the stress students experience in preparing for and taking the NYS Common Core tests.  How can we take Tisch seriously if she truly believes that rhetoric, not the tests themselves, causes the stress?

-Katie

Here is what former NYC teacher, Harris Lirtzman, had to say about Tisch’s interview:

*JP Lee refers to Jia Lee, a NYC Teacher of Conscience who has refused to administer the NYS Common Core tests.  In addition, Jia recently testified against high-stakes testing in a recent U.S. Senate committee hearing on the impact of NCLB’s testing and accountability. 

The Lunacy of Education Reform–New York State Style and the Need for Non-Violent Direct Action JP Lee*-Style

by Harris Lirtzman

I listened to Merryl Tisch, Chancellor of the NYS Board of Regents, yesterday morning on the Brian Lehrer show while I was driving into the City. Among other lunacies, she openly admitted that it would take at least a decade for the State to figure out whether its Common Core-based curriculum and the high-stakes testing regimen connected with it was “going to work,” meaning improve student achievement.

Truly, Tisch knows that she is dead-woman walking in next year’s Regent election now that her protector, Sheldon Silver, is going off very soon to Club Fed. Truly, she knows that she has no ally anywhere in the state beyond a few senile co-Regents who will soon be booted off the Board along with her. She has been reduced to babbling and making-shit-up on the spot: untimed testing, releasing high-performing schools from testing, calling down the terrors of a PARCC national test upon the wee little children of the state….

I was at an opt-out information and planning meeting last night in Tuckahoe with Dave Greene and Lisa Rudley sponsored by NYSAPE (NYS Allies for Public Education). Fifty people in the back room of a pizza joint. Even Westchester folks from Scarsdale and Bronxville have watched enough about what’s going down in Long Island and upstate and have seen the education-wars up-close-and-personal during the state budget battle to figure out how rigged the whole thing is.

Mothers from Hartsdale and fathers from Dobbs Ferry ready to commit what for them is the equivalent of “non-violent civil disobedience.”

Scarsdale matrons are starting to climb onto the barricades.

Tisch says it will take a decade to figure out whether any of this monstrosity works?

Tisch won’t last the year and the whole rigged system will collapse in on itself within two or three years, falling in on the governor and the Heavy Hearts Club members of the Democratic Assembly Caucus in the Legislature who voted all this stuff in with this year’s budget.

I only hope teachers will watch what the parents of their students are doing and have the courage to engage in some NVCD of their own, Jia Lee-style.

Ten Reasons Why NO Child Should Take the NYS Common Core Tests

Dear parents and educators of New York,

I teach elementary school in the East New York section of Brooklyn, New York.  In 2013 and 2014, I administered Pearson’s New York State Common Core tests to English-language learners (ELLs). There is nothing meaningful about these assessments; no teacher I know supports them and I will not allow my child to take the tests when she enters third grade (even if the high-stakes are removed).  Here are ten reasons why Pearson’s NYS Common Core tests should never see the light of day.

1.) They are too long, especially for students in grades 3-5.  Over the course of six days, my 5th grade ELLs spent a total 13.5 hours sitting for the ELA (English-language arts) and math assessments. Here is what the 5th grade ELA assessment looked like last year (2014):

Day ONE: 27 pages long, 6 unrelated reading passages, 42 multiple choice questions

Day TWO: 3 unrelated reading passages, 7 multiple choice questions, 3 short response questions (written), 1 extended response question (written)

Day THREE: 3 reading passages, 5 short response questions (written), 1 extended response question (written)

Additionally, the below graph – created by Lace to the Top – shows that the third grade Common Core tests are twice as time-consuming as the SAT.

2.) They are developmentally inappropriate.  Lace to the Top recently analyzed third grade Common Core test samples and determined that Pearson’s NYS Common Core test questions are 2-3 grade levels above the grade being tested.  The reading passage used for third grade was shown to have a readability average of 7.3 (7th grade)!

3.) Pearson’s NYS Common Core standardized tests, which are costing the state $32 million, are not teacher-created, nor do they accurately reflect the contextualized skills and knowledge that students gain in the classroom.  The tests are poorly constructed and uninspiring, and they contain ambiguous questions.  557 New York State principals signed this letter denouncing the tests.

4.) With Pearson’s Common Core state tests at the center of K-8 education in New York State, curriculum has narrowed, particularly in schools in low-income areas whose test scores tend to be low.  Fearing increased scrutiny and potential closure, raising test scores has become the main focus in many schools.  Some schools are little more than test prep factories with diminishing enrichment and project-based learning opportunities. Beginning in kindergarten, students are being taught test-taking strategies, most notably through the context-lacking close reading technique used in Common Core-aligned English-language arts.  Pearson’s developmentally inappropriate and poorly constructed scripted reading program – ReadyGEN – is test prep for the NYS Common Core ELA test.

5.) The Common Core’s testing program encourages standardized testing in grades K-2. Title I schools in particular feel pressured to show – through periodic data collection – that students are learning the skills needed to perform well on the grades 3-8 Common Core state tests. This is what the standardized testing program looks like in my Title I first grade classroom this school year:

• Sept/Oct 2014 Common Core-aligned NYC Baseline Performance Tasks in ELA and Math (MOSLs used for teacher evaluation purposes only).
• Running Records administered one-on-one 4-5 times per year (they test reading levels).
• 12 Common Core-aligned end-of-unit GO Math! assessments (each comprised of 24 multiple choice questions and a multi-step extended response question).
• Monthly Common Core-aligned ReadyGEN writing assessments testing students’ understanding of narrative, persuasive and informative writing.
• Mid-year benchmark assessment in ELA – End of unit 2 ReadyGEN test comprised of 5 multiple choice comprehension questions, 5 multiple choice vocabulary questions and 1 written response.
• Mid-year benchmark assessment in Math – GO Math! test comprised on 40 multiple choice questions; 15 questions on skills not yet learned.
• May/June 2015 Common Core-aligned NYC Performance Tasks in ELA and Math (MOSLs used for teacher evaluation purposes only).

6.) The New York State Education Department (NYSED) lacks transparency and ethics.  In upholding the corporate education reform agenda, which seeks to privatize public education, the NYSED’s intention is to perpetuate the false narrative that our schools are failing.  Fred Smith, a NYS testing expert and statistician, and Lace to the Top have reported at length about Pearson’s poor quality tests and the NYSED’s unreliable test data, specifically its delayed release of technical reports, which evaluate the Common Core tests, missing test questions and predetermined test scores.  The NYSED manipulates cut scores in order to legitimize its above-mentioned agenda; not only are cut scores constantly changing but the NYSED sets them AFTER the tests have been scored. Thus, the NYSED’s claim that 70% of our students are failing is invalid.  

7.) An inordinate amount of planning and organizing time is devoted to preparing for the state tests. Giving the state tests is an administrative and logistical nightmare at the school level. Out-of-classroom teachers are pulled from their regular teaching program to administer and score the tests. Countless hours are spent bubbling testing grids and organizing them alphabetically by class. IEPs (individualized education program) are examined closely to ensure that students with special needs receive the correct testing accommodation(s). These include directions read and re-read, extended time, separate location, on-task focusing prompts, revised test directions, questions read and re-read. ELLs and some former ELLs are pulled from their regular classrooms for testing because they are entitled to extended time in a separate location. Also, there is professional development for teachers on testing policies and procedures including “reporting prohibited conduct by adults, student cheating, and other testing irregularities.”

8.) English-language learners (ELLs) must take Pearson’s NYS Common Core ELA test after just one year in the system.  Students with IEPs are also required to take the tests unless they qualify for the New York State Alternate Assessment (NYSAA), which too is flawed. For a variety of reasons, it is misleading, insulting and grossly irresponsible of the NYSED to claim that 97% of ELLs and 95% of students with IEPs in grades 3-8 are “failures” in ELA.  These figures completely disregard the growth students make in our classrooms.

9.) Our students are suffering. I’ve heard countless stories of kids who are sickened – both physically and emotionally – from New York State’s toxic Common Core testing program. I’ve personally witnessed students’ tears, anger and despair, and it’s heartbreaking. There is nothing humane, nothing redeeming about these tests.  Morale is plummeting as teachers and administrators feel complicit in the state’s abuse of our children.

10.) Governor Andrew Cuomo has proposed basing 50% of a teacher’s evaluation on test scores from these highly flawed Common Core state assessments.  Not only are these test scores unreliable but the American Statistical Association has warned against using the value-added model (VAM) to rate teachers and schools.

As you can see, the negative impact of NYSED’s punitive Common Core testing program is far-reaching. But we – as parents and educators working together – can take back power by refusing these tests.  In order to save public education, a cornerstone of democracy in the United States, we must start thinking communally rather than individually.

Taking these tests is not “good practice” for our young learners; in fact, administering the tests is bad pedagogical practice.  In addition, high test scores do not guarantee admission to selective NYC middle schools.  Contrary to popular belief, opting-out does not hurt schools.  With regards to opt-out’s impact on teachers, Change the Stakes, a NYC-based organization that opposes the NYSED’s testing program, writes,

It is not helpful to speculate about which students should or should not opt out in order to protect teachers’ evaluations. The bottom line is that the current teacher evaluation system is flawed. Opting out in large numbers is the most powerful way for parents to let policymakers know that we do not want our children, teachers and schools evaluated based on standardized test scores.

Our students and teachers are not failures; rather the NYSED has failed us.

– Katie

Here are some useful resources about the Common Core testing program:

• NYC-based Change the Stakes has updated their FAQ!
• NYS Allies for Public Education (NYSAPE)
• Teachers of Conscience 
• United Opt Out: The Movement to End Corporate Education Reform
• Network for Public Education (NPE)
• Lace to the Top