March 1, 2017
With Betsy DeVos in the background, whitewashing segregation and the Jim Crow era, the annual standardized testing season is here, ready to do its part to keep our schools separate and unequal.
How’s that? Consider two local lessons in how the testing regime is propped up in our public schools on some pretty shaky ethics.
First, parents in the Becker, Minnesota school district recently received a jaw-dropping letter in their kids’ backpacks. The letter announced that the district would shortly be “adjusting (its) academic schedule,” by dropping–temporarily!–science and social studies classes in favor of an extra “Power Hour” of math and reading for each kid.
“Grade level teachers will work during this time to teach skills in the area of reading and math at your child’s instructional level,” the letter states, before assuring parents that district staff are “committed to working together to best meet the needs of all of our kids.”
Hmm. What theory of education or child development would suggest that the best needs of all kids would involve doubling down on math and reading test prep, to gin up scores on outsourced standardized tests made by for-profit corporations?
Here is the letter that was sent home:
Becker is a majority white, middle class, exurban district. Research shows that students in districts such as this often rake in the highest scores on standardized tests, and state education data for Becker backs this up. In 2015-2016, the Becker schools “surpassed the state average in every grade level for every test,” crowed a statement on the district’s website. What’s more, “most grade levels improved the number of students proficient in comparison to last year.” (That means they achieved “growth,” but don’t ask DeVos to explain any of this.)
But at what price? Replacing science and social studies with a super, extra fun Power Hour of reading and math does not seem like an ethical way to ensure dominance on top of the standardized test heap.
Parents in the Becker schools didn’t like it, either. A source tells me that as soon as the Power Hour letter hit home, parents loudly informed the district that they did not approve of their kids being given concentrated doses of test prep. In response, the district reinstated science and social studies (even though data showed there “would be a benefit to incorporating a ‘Power Hour’ of intensive instruction to our day”), and sent the following chagrined letter home:
I don’t know the opt out rates in Becker–the data does not appear to be easily available–but in Minneapolis and the surrounding suburbs, a growing number of students are choosing not to take the annual MCA tests. This has been building for years, especially for high school students who are–surprisingly!–savvy enough to realize that the MCA tests are of little consequence to their lives and their futures. MCA test scores are not required for graduation, nor are they part of college admission decisions. In other words, they don’t really matter.
And that’s partly because everything else matters so much. In 2015, I interviewed a handful of students from Southwest High School about their decision to blow off the MCAs, and their answers were very revealing:
As we talked, one thing was very clear: the MCA test is the least of these students’ worries. They are the most tested generation ever, but that’s just the tip of the rigorous homework/grades/college prep iceberg that’s always straight ahead.
Here’s the ethics connection. In a February message sent to teachers at Minneapolis’ Southwest High School, the school’s testing coordinator informed them that the Minnesota Department of Education (MDE) had recently added “encouraging parents or students to refuse the test” to its list of “unethical” test administration practices. This is the email sent to Southwest teachers:
The MCA testing window opens March 6th (overlapping with ACCESS, ACT & Make-up ACT administration) through May 5th.
Additional information will be provided in the next week or so with specifics on student testing dates, locations, proctor assignments, and other ways we can support each other in this effort.
To whet your appetite for that additional information, below are a few points regarding Parent Refusal Forms picked up from yesterday’s training session at The District.
- MDE has added encouraging Opt Outs to the list of unethical practices in test administration.
- Schools are expected to have a 95% participation rate to qualify for MMR funds.
- To underscore the point, REA sent me the following message (highlights, theirs):
The testing coordinator acknowledges that this message is being sent to Southwest teachers because “in the past SW has had a lot of opt outs.” And that must be stopped by threatening to withhold funds, apparently.
It is clear that we have built a whole industry around testing, as our schools have become more racially and economically segregated–partly because test scores are made public, allowing parents to “opt out” of schools with low test scores. And who is most likely to attend a school with low test scores? In Minnesota, like most other places, it is marginalized students of color living in underserved communities.
The more we double down on trying to force students and teachers to comply with standardized testing, the more, it seems, we avoid difficult conversations about ethical concerns around segregation and the unequal (current and historic) allocation of resources, not to mention the fallacy of reducing educational achievement to multiple choice tests.
Ceresta Smith is a Florida-based teacher and leader in the Opt Out movement (we met a few years ago at an education justice conference). On Monday morning, after Moonlight was awkwardly awarded Best Picture at the Oscars, this is what she wrote on Facebook:
Big ups to Moonlight!!!🤗These folks came through arts magnet programs in majority Black community schools with majority Black faculties composed of great teachers! Big up to the arts!!! Down with culturally biased worthless testing! Those tests do not make award winning art and artists!!! The teachers and students just put Miami in the big league for talent for writing, acting, and sharing truth about growing up poor and gay! Wow, big task for schools, Miami Northwestern High and Norland Middle, which a fraudulent grading system likes to label as less than.
In our questionably ethical pursuit of test scores, silence, secrecy and compliance, are we missing key conversations about what students, parents, teachers actually want from our schools?
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