Heresy! A Teacher Likes A Standardized Test

Earlier today, I referenced an interview with Jonathan Kozol, the education reformer who, along with his stirring critique of economic inequality in our schools, has consistently opposed the negative repercussions of standardized testing. In this latest interview, Kozol said:

The testing agenda that Duncan is perpetuating is segregative and divisive in yet another sense. In inner-city schools, where principals are working with a sword of threats and punishments above their heads — for fear that they’ll be fired if they cannot "pump the scores" — they inevitably strip down the curriculum to those specific items that are going to be tested, often devoting two-thirds of the year to prepping children for exams….

So culture is starved. Aesthetics are gone. Joy in learning is regarded as a bothersome distraction. "These kids don’t have time for joy, or whim, or charm, or inquiry! Leave whim and happiness to the children of the privileged.

It’s devastating, and as cheating scandals across the nation have helped demonstrate, it’s true. There is incredible pressure in school districts across the nation to prove proficiency on these tests, even though there are so many logistical and theoretical problems with them.

That thought in mind, I happened across the 12th grade National Assessment of Educational Progress sample questions for 2010 today. I expected to find the kind of questions I hate to give as a teacher—soulless, rudimentary exercises in effort rather than intellect. Instead, I found questions that I want students to be able to answer, questions that required some knowledge about current events and culture.

While they’re not incredibly difficult, they’re appropriate measures of core knowledge.

You can take a look at the sample questions here.

Does my approval of the questions mean that I think Kozol is wrong? No. Test-mania focused on exam preparation (especially the kind of objective, multiple choice measurements used for measuring Annual Yearly Progress for NCLB) absolutely drives critical thought and engagement out of classrooms, especially in low-performing schools under the threat of sanctions. They’re simply not capable of completely assessing a student’s capabilities or knowledge.

Yet good test questions that measure core knowledge do matter. We need to ensure that our students are aware of the fundamentals of Geography, English, History, Science, and even Math. Finding a way to teach and measure these skills—while preserving student critical thought—is the real challenge going forward.

I should offer the disclaimer that I am not a Social Studies teacher, although one colleague does mock me for teaching her curriculum in my Debate and AP Language classes.

Do yourself a favor: read Kozol’s The Shame of the Nation.

Today’s Obama Speech on Education

President Obama delivered a speech today that observers are framing as an attack on teachers unions and a refusal to back down. It will be unfortunate if teachers unions continue to criticize accountability demands as attacks, but there’s little evidence that position will change soon.

I agree with the President: teachers do need to be more accountable and more effective. School districts need to do a better job of hiring and retaining effective teachers. It’s hard to argue with his central point:

“Surely we can agree that even as we applaud teachers for their hard work, we need to make sure they’re delivering results in the classroom. If they’re not, let’s work with them to help them be more effective. And if that fails, let’s find the right teacher for that classroom.”

I’ll take it another step: well-written tests certainly can be a measure of teacher effectiveness over time. Certainly, teachers will face demographic challenges and even the occasional class that deviates from the norm, but well-written tests that measure student growth absolutely can measure teacher efficacy. While critics might argue that tests can’t measure the relationships teachers have with students, I’d argue that quality personal relationships are measured in test results. Students learn more and work more for teachers who care about them as individuals. Teaching is a combination of effectively engaging individuals to achieve and there’s no reason to believe that tests can’t measure those results.

It’s certainly better to evaluate individual teachers than to close entire schools or to evaluate teachers on the anecdotal insight offered by the occasional evaluation.

My concern is that the approach favored by the Secretary of Education seems to follow the unfortunate trend of the  cult of principal leadership. Far too many reformers seem to believe that schools will only improve if principals are given more power to fire and hire teachers, but I’ve never understood the claim. In the status quo, isn’t it principals who evaluate teachers as interchangeable widgets? Aren’t principals the ones who make hiring decisions in most districts?

One can certainly criticize seniority system that protect less effective teachers, but where is the evidence that, once empowered, principals and school leaders will make decisions that are any more effective than today?

For every student who succeeds, there is plenty of credit to share between teachers, parents, administrators, and communities. Let’s make sure that the failures don’t become the sole responsibility of teachers. There is plenty of blame to share there as well.

Keep it Classy, Texas: Encourage Dropping Out!

All of your students can’t pass statewide assessments? Ask them to drop out and register for online high school:

Canutillo High school seniors who failed the standardized TAKS test and missed graduation last month were asked by administrators to withdraw from the public district and obtain their diplomas from an online high school.

Canutillo school board members authorized district officials to approach 17 students who had completed all classes needed to graduate but had not passed at least one part of the Texas Assessment of Knowledge and Skills test.

As long as they understand the role of Phyllis Schlafly, all is well in the world.