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:

 

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Fred Smith on the NYSED’s Delayed Release of the 2013 Technical Report, Part I

 

photograph courtesy of the New York Daily News

Below is Fred Smith’s initial reaction to the long-awaited release of the Technical Report of the 2013 New York State Common Core Math and English-language Arts (ELA) tests. Smith, a NYS testing expert and statistician, has long been sounding the alarm on the New York State Education Department’s (NYSED) lack of transparency.  He is also an active member of Change the Stakes and has launched a campaign to Say “NO!” to Pearson stand-alone field tests, which were administered throughout New York State in June 2014. Currently, Smith is scrutinizing the item analysis data contained in the overdue 2013 Technical Report and “will be parsing some of its fuzzy verbiage.” At first glance, Smith reports, “there are a number of serious questions regarding the ELA exams that add weight to the concerns of educators and parents about their composition and use.”

Fred Smith: The New York State Education Department (NYSED) just posted the 2013 Technical Report— seven+ months past Pearson’s deliverable deadline. All 339 pages of it, in which the NYSED and the publisher have continued to deny useful information that the technical reports contained before Pearson took over the state testing program.

http://www.p12.nysed.gov/assessment/reports/2013/ela-math-tr13.pdf

So now we can see what data they are showing us about the quality of the 2013 Common Core-aligned baseline tests three months after the 2014 exams have been given. The foundational 2013 Common Core ELA and Math tests were described last year as providing a “transparent baseline.” NYSED acts in bad faith and its words peter out in sheer derision.

No matter what the selective disclosure of the delayed data shows, this is an unacceptable way to operate and the antithesis of transparency.

Here’s one piece of clever obfuscation: Embedded Field Test Items (p. 8)

“In 2010, the Department announced its commitment to embed multiple-choice items for field-testing within the Spring 2012 Grades 3–8 ELA and Mathematics Operational Tests; this commitment continued for the Spring 2013 administrations of the Common Core assessments. Embedding field-test items allows for a better representation of student responses and provides more reliable field-test data on which to build future operational tests. In other words, since the specific locations of the embedded field-test items were not disclosed and they look the same as operational items, students were unable to differentiate field-test items from operational test items. Therefore, field-test data derived from embedded items are free of the effects of differential student motivation that may characterize stand-alone field-test designs. Embedding field-test items also reduced the number of stand-alone field-tests during the spring of 2013 but did not eliminate the need for them.”

Yes, imagine if General Motors said: “And we are committed to selling cars with brakes, as it makes driving safer. But when we can’t do that as much as we’d like to, there are times we have to sell cars without brakes.”

Thank you, Fred, for your insights.  Stay tuned for Part II.

-KL

 

Where are the 2013 Technical Reports?: A Call for Transparency at John King’s NYSED

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photograph courtesy of Susan Watts/New York Daily News 12/13/13

On April 14, 2014, sociologist Aaron M. Pallas posted an illuminating report on the lack of transparency at the New York State Education Department (NYSED) with regards to its controversial standardized testing program.  It’s posted on his blog  A Sociological Eye on Education.  I was struck by Pallas’ mention of the missing technical reports of the 2013 NYS Common Core assessments that Pearson was contracted to deliver to the NYSED in December 2013.  At present, the reports have yet to appear on the NYSED website. Did Pearson fail to deliver the reports, which is costing the state $75,000, or is the NYSED sitting on them the same way it sat on the 2012 technical reports, which weren’t made public until July 2013? Click here to read the 2012 English-language Arts technical report and here to view the 2012 Mathematics technical report.

In his latest blog post, Pallas writes:

New York sent teachers’ Mean Growth Percentile scores to its 700 school districts in August 2013, which enabled teachers to receive their overall evaluation scores and categories by September 1, 2013. But no one—neither teachers, parents, journalists nor researchers—has had access to the information necessary to evaluate either the quality of the tests or the quality of the Mean Growth Percentiles. That’s because the technical reports that tell us about last year’s state assessments have yet to be released to the public.

Let that sink in for a moment.”

Fred Smith, NYS testing expert and statistician, has long been sounding the alarm on the NYSED’s lack of transparency.  He is also an active member of Change the Stakes and has launched a campaign to Say “NO!” to Pearson stand-alone field tests, which are to be administered throughout New York State in June 2014.  Smith sent me the following note:

Aaron Pallas gives a powerfully succinct explanation about why the lack of transparency here is intellectually dishonest and beyond objectionable from a scientific perspective.

In simple terms, the failure to produce or make the report available in a timely fashion has been calculated to give SED and Pearson after-the-fact wiggle room to shade its presentation in order to make poorly designed and constructed tests appear less glaringly bad. Even worse, absent the report, researchers and analysts cannot examine the quality of the test instruments.

The entire performance here is another example of SED and Pearson acting in cahoots — with SED running interference for Pearson in order to make the Common Core a fait accompli. Together they have spared no effort to preserve, protect and defend a “sloppy roll-out.”

Parents and educators in New York must continue to put pressure on the NYSED to release the 2013 technical reports.  Use #PearsonTechReports and #BoycottPearson on Twitter.  Please also read and share Fred Smith’s fact sheet on opting-out of Pearson field testing this June.

Thanks, Katie