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

 

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NYS Parents: REFUSE Pearson’s Field Tests

Beginning tomorrow, May 23, elementary and middle schools across the state of New York will begin to administer Pearson’s stand-alone field tests in English-language arts (ELA) and math.  Science field tests in grades 4 and 8 are also being given.  Today, the New York Post published this article about the upcoming field tests.  According to its author, Susan Edelman, the NYC Department of Education said it would inform NYC parents of the administration of stand-alone field tests.  So far this hasn’t happened and the vast majority of NYC parents are unaware that this extra testing is going on in our public schools.  Teachers, too, are in the dark. 

Edelman quoted Fred Smith, a fellow Change the Stakes member, who pointed out that these stand-alone field tests are given in addition to the trial items embedded in the April 2016 ELA and math tests that were just administered to students in grades 3-8.

“Children are being used and classroom time given to a private vendor so it can make marketable tests,” said Fred Smith, a former DOE test analyst. He said the official math and English exams given in April and May had 328 hidden trial items. Kids had no idea which items counted or not.”

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As I’ve done in past years, I compel you to find out if your school was one of 2,300 chosen by the New York State Education Department (NYSED) to administer stand-alone field tests in the coming weeks.

Go to http://www.p12.nysed.gov/assessment/fieldtest/2016fteirev2.xls for a list of all NYS elementary and middle schools signed up to field test.  Click here for a list of NYC schools by district. If so, urge your principal to refuse to give these tests and/or submit an opt-out letter to spare your child from being used as a guinea pig by for-profit testing companies and the NYSED.

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For more information, please read the following.

from Change the Stakes and NYS Allies for Public Education (NYSAPE):

What are field tests?

Testing companies often pay subjects to get feedback on experimental test questions. The information they get is used to produce and sell future exams. Since 2012, NYSED has allowed the testing company Pearson to use NYS children FREE OF CHARGE to try out test questions for the following April’s statewide exams.

In fact, your taxpayer money covers the cost of administering these tests. Field tests for grades 3-8 will take up to 50 minutes to administer. For your information, field test questions were also embedded in the April grade 3-8 ELA, math and science state assessments. This, of course, increased the length of the ELA, math and science exams.

Are parents informed about field tests – what they are and when they are administered?

In most cases, no. Many districts administer field tests to students without informing parents. You can call or email your school to find out when the tests are being administered this year.

Are field tests graded?

Field test results have no bearing on your child’s report card grades, teacher evaluations, or school rankings. The testing company and NYSED provide no feedback or information of any educational value to districts. Refusing these tests is a must.

Can we refuse field tests? How?

Of course. If you did not already check off field tests in your state test refusal letter simply send in a letter stating you do not want your child taking ANY field tests. Instruct your child not to take the test if anyone in their schools attempts to administer them.

How are schools selected for field tests?

Each year NYSED generates a list of districts, schools and specific grades within them that are assigned to administer field tests. Field tests are then shipped to them. This year, districts were asked to participate in computer-based field testing. If your school is on the computer-based field test list, it is because your child’s services have been volunteered for this latest giveaway.

Are districts mandated to administer field tests?

No. Every year dozens of districts send back field tests unopened to protect their students from the excessive and unnecessary additional testing. Last year the Board of Regents sought a regulation that would make field testing MANDATORY. The proposed regulation never came to a vote because sharp public resistance rose against it. It has not come up again.

Please send in your refusal letter for this year’s field tests TODAY and request that your district join the growing list of districts refusing to administer these meaningless assessments.

Thank you for your continued advocacy to save public schools and ensure all children receive a quality public education.

 

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.

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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.

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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 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. 

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  • 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. 
  • 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%.”
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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.

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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).

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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.

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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.

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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

 

 

 

 

 

 

 

 

 

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

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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

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.

1521228_10202796253365339_1970773454_n2.) 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:

 

To the NYCDOE – Put Children First & Opt-Out of Pearson’s Field Tests

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Taking Back Our Schools/Save Our Schools rally in New York City – May 17, 2014

“Children First. Always.” is the motto of the New York City Department of Education (NYCDOE). I rage inside whenever my eyes happen to fall upon this misappropriated phrase – a leftover from the Bloomberg reign – on the NYCDOE’s home page.

It is at once laughable and insulting to make such a claim as New York State education policy puts corporations, like Pearson, first.  Next week Pearson, together with its bedfellow, the New York State Education Department (NYSED), will begin administering stand-alone field tests. The official assessment window is June 2-11, and the administration of these tests follows a flurry of test-taking that has left both students and educators in New York City burned out and fed up.  Is this what ed deformers mean by grit? Here’s what our elementary and middle schools have endured since April 1, 2014:

  • Pearson’s Common Core ELA assessment (three days)
  • Pearson’s Common Core math assessment (three days)
  • Four-part Common Core-aligned NYSESLAT (NYS English as a Second Language Achievement Test) – speaking, listening, reading comprehension and writing (for English-language learners ONLY)
  • Measures of Student Learning (MOSL) ELA Performance Assessment for schools that chose this as their local measure for teacher effectiveness rating purposes
  • Measures of Student Learning (MOSL) Math Performance Assessment for schools that chose this option as their local measure for teacher effectiveness rating purposes
  • New York State Science Performance Test (grades 4 & 8 only)
  • New York State Science Written Section (grades 4 & 8 only)
  • Chinese Reading assessment (for students in grades 3-12 receiving bilingual or dual language instruction in Chinese)
  • Spanish Reading assessment (for students in graders 3-12 receiving bilingual or dual language instruction in Spanish)
  • CTB/McGraw-Hill Mathematics Benchmark Assessment Aligned to NYC Core Curriculum Option Go Math! (optional, not all schools participated)
  • CTB/McGraw-Hill English Language Arts Benchmark Assessment (optional, not all schools participated)
  • ELA and Math portfolio assessments for potential holdover students

Change the Stakes, a New York City-based parent and teacher group that opposes high-stakes testing, has done an admirable job of raising awareness of the detriments of field testing.  They report that 1,682 NYC public schools have been assigned to field test either the math or ELA test, and another 103 are signed up for the science field test.  The following information about field tests is published on their website.

What’s Wrong with Field Tests?

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Field tests are an integral part of high-stakes-testing, a system that narrows curriculum and dampens children’s natural enthusiasm for learning. When the stakes are unreasonably high, it encourages widespread teaching to the test and cheating, wastes ever-shrinking resources, and results in inaccurate measures of student performance.
  • 

Field tests provide misleading data. Children aren’t motivated to do well on “trial” exams.
  • Reputable researchers spell out their aims, invite participation, and pay subjects. This is not the case with test publishers. Children provide free labor for product-testing, while their parents and even their schools are kept in the dark.

Why Opt Out? 

  • No child is required to take a field test, and opting out will in no way harm their record, their teachers, or their school.
  • Publishers of field tests see them as essential for creating standardized exams. Without field tests, they argue, there would be no exams. So opting out is a powerful way to demonstrate your opposition to high-stakes testing.

Our students are suffering.  As a result of excessive testing and low-quality Common Core curricula, we are seeing an increased level of behavior problems in our classrooms. More and more students are shutting down, refusing to do work, particularly at this time of year.  I support Change the Stake’s call to opt-out of the upcoming stand-alone field tests. The New York City Department of Education should do the same.  They truly need to put our children first.