Tag Archives: Southwest High School

It’s Testing Season. Ethics Lesson, Anyone?

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:

Hello All,

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): 

    Page 40 of (MDE) procedures manual. 

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?

No grant, no guru, no outside funding source. My work is entirely funded by my very kind and generous readers. Thank you to those who have already donated!

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Dysfunction Junction: Innovation in the Minneapolis Schools

April 13, 2016

Last night, two new Minneapolis schools—Southwest High School and the downtown FAIR School–became district-sponsored Community Partnership Schools (CPS), after winning approval from the school board. At last! Becoming a CPS site means these two schools can operate as “innovative, site-based educational models that utilize increased autonomy, accountability and partnerships to meet the unique needs of their school communities and accelerate student achievement.” according to MPS’s website.

But…both Southwest and FAIR already are, or claim to be, built around “innovative, site-based educational models.” Southwest has been an IB school since I was a student there, in the dark ages of the 20th century, and FAIR’s website describes the school this way: 

The FAIR School is the result of imaginative educational conception, inventive curriculum planning, and innovative architectural design.

So why would these two already innovative schools want–or need–to also become CPS sites? Besides the half-promise that Community Partnership Schools will be allowed “charter-like freedom” in hiring and firing decisions (an idea that seemed to be dispelled at last night’s school board meeting), what is the benefit?

Let’s admit it: the Minneapolis Public Schools is full of mixed messages. On the one hand, the district pays for a fancy Office of New Schools, where lucky teachers and parents got to take a grant-funded trip to Los Angeles (in March, no less!) to see what innovative, creative schools look like up close (maybe they had to go to L.A. because the Office of New Schools has tried and failed to adequately implement “innovative” schools here already). If they liked what they saw–and who wouldn’t, when you’re going to LA on someone else’s dime–they could come back and “replicate” the innovation in their own Minneapolis school, as long as the school agreed to become a Community Partnership School.

But, on the other hand, many Minneapolis schools are already being given beautiful levels of autonomy, without having to become a CPS site, or taking a trip to LA. Check this video out, from the newly reopened, redesigned Webster Elementary School, in northeast Minneapolis:

From the video, it sounds like principal Ginger Davis Kranz simply had a great idea: “let’s build community at our school through family-style dining,” and was allowed to…try it, without having to become a CPS site. Genius. (And probably part of a comprehensive effort to attract and retain organized downtown Minneapolis families, who tend to be whiter and wealthier than most.)

So, why can’t every school in Minneapolis do this? Why can’t principals, teachers and staff come up with ideas on their own, and try them out? Why are some schools in Minneapolis granted “autonomy”–as they should be–while others struggle under mangled mandates that depress spirits (and keep test scores and morale low, undoubtedly)?

Why does Minneapolis promote “focused instruction” out of one side of the Davis Center, while simultaneously fawning over the idea that empowered, innovative schools are the key to success? Focused instruction, if you will recall, is MPS’s awkwardly implemented, standardized approach to “transforming educational outcomes” by putting test scores and standards first, and then creating instructional strategies that “align” with those tests and standards.

MPS FI

Click to enlarge

Even with focused instruction, MPS understands that not all of its schools are the same. Here is a picture from the district’s internal website, advising school staff to find which type of school they work in, and then go from there:

Presumably, then, innovation, school choice and autonomy already exist in the district. If magnet schools–which Minneapolis has had since the 1970’s–are not already the “unit of change,” then why aren’t they? If they have not already been granted the “autonomy” to do their own thing, according to the professional judgment of school staff and the input of families, then why would becoming a CPS site change this? What makes CPS a guaranteed approach, while magnet status does not? 

And Webster Elementary is neither a magnet school nor a CPS site. It just sounds like a forward-thinking, well designed rebuilt public school that has been encouraged to lead with developmentally appropriate, professionally conceived strategies. 

Why can’t all Minneapolis schools be allowed to operate like this? Why is focused instruction a “non-negotiable” for some sites, as former superintendent Bernadeia Johnson said in 2013, while other schools are encouraged to become dream-driven, flexibly arranged sites?

It’s hard to see how CPS sites will eradicate decades of uneven leadership, mishandled initiatives and unequal levels of trust, in terms of who is allowed to act innovatively, and who is not, and at what cost. But I can’t blame FAIR and Southwest for trying.

No grant, no guru, no outside funding source. My work is entirely funded by my very kind and generous readers. Thank you to those who have already donated!

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School to Students: Shoot for the stars, but don’t expect to get there

By Sarah Lahm

Testing, from the inside out: I recently sat down with five Minneapolis Southwest High School students to find out why they–along with over 500 of their classmates–had chosen to opt out of the annual, standardized MCA test. I assumed, like another Minneapolis education writer has, that these students were opting out only because their evaluation-fearing teachers told them to. What I found out instead, by actually talking to them, was much more interesting and much more uncomfortable. 

If I had to boil my conversation with these five students down to one sentence, it would be this: It’s not the MCAs, stupid; it’s everything else. 

Just Kids

Just kids

The students I spoke with–Makenna Kirkeby, and her friends James, Emma, Harrison, and Will–are all juniors at Southwest High School, which is consistently ranked, by the people who love to rank things, as a top performing high school. And they are all top performers, or striving to be. 

And that is the problem. They are not anxious about the MCA test; they don’t have time for it. If they miss class time to take a standardized test, then, they told me, they would have to somehow find time to make up the class work they had missed.

And they don’t have time–that much is clear. Here is a snapshot of my conversation with them, which took place on a weekend afternoon, as they sat around doing homework. My questions/prompts are in bold; their responses are the bullet points that follow:

Tell me about the MCA test. 

  • The MCA test is really a low priority at our school. It’s not hyped at all; there’s no test prep for it, not like there was in middle school. 
  • The tests we care about are the ACT and the SAT because that’s how we get in to college. The MCA test doesn’t mean anything. It’s not a graduation requirement, it’s not about getting in to college.
  • We don’t learn anything from the MCAs.
  • Honestly, a lot of students just click through it, to get it done. Some students have even had races to see who could finish the test first; I think the record is one minute and forty-five seconds.
  • Yeah, some students have used it as an excuse to get out of class, because it’s not a timed test, so they’ll just sit there in front of the screen, getting out of class.

Dumb question time: So, why are there so many kids opting out of the MCA test this year?

  • Because we found out we could from our teachers, and the school’s “test guy,” who comes around to round people up to take the test.
  • As soon as we found out, we were like, “Great. Where do we sign?” 
  • Also, we’re supposed to take the MCAs close to the end of the quarter, when we have finals. It’s like sliding another test in, right when things are really stressful in our classes. That’s why.

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.

First, the students did not seem to know what the MCA test was supposed to be for. Funding? No one was sure. 

Testing industry to Congress: Do Not Disturb Us

Then, they started to talk about their lives and what it means to be a “good” student today:

  • Testing is stressful; they make it seem like it will determine your life.
  • Being a good test taker is emphasized.
  • 11th graders want good grades, and to know the content of what they’re studying.
  • Retaining knowledge is more important to us. Homework and tests are so much stress; we’d rather be sitting in class, learning.
  • Getting a good grade is so important. That’s what we are always told.

What is the purpose of all of this?

  • There is so much pressure to get in to college, and to think about how we will pay for it.
  • We have to be well-rounded, doing everything. We work, play sports, have to have the grades, and do community service.

What is the impact of this, on your lives?

  • It is difficult to stay healthy. Mental health issues are a really big problem.
  • Our families never see us. If our families are going out to dinner or doing something fun, it’s like, “Oh well, I can’t go.” There is always so much to do.
  • We have to choose between sleep and cramming in homework.
  • I have struggled with my mental health.
  • We go to school, then go to work, then have soccer, and get home at 10 p.m. Then,  we can either sleep or do homework. And getting behind is not really an option, because It takes a lot to make up work.
  • Skipping the MCA test is a matter of prioritizing; the test just doesn’t matter.

The MCAs don’t matter, because everything else matters so much in these students’ lives. They are taking tests all the time, and described often having to miss lunch to take a test or do homework. 

  • Lunch feels really short. We have maybe 30 minutes. If we leave to get food, we have to come right back.
  • We have a lot of projects booked at the same time, like a 7 page essay, a quiz, a biology lab, Spanish–all due at the same time. 
  • We are IB students, and we take AP classes.

These students sometimes get the message that being average or getting a C is okay, but they are not convinced:

  • Teachers have a different idea about grades than we do. They will say a C is average, but for a student, it’s deadly. A ‘C’ means we’re not going to college.
  • If we get a GPA below 2.0, we can’t play sports, and a lot of good colleges won’t take a 2.0 GPA student.
  • We are expected to have high grades, jobs, and fit in volunteer hours. A 4.0 GPA is what everyone is supposed to have.

And then there are the tests that really matter to these students, because they are truly high stakes. For example, the ACT:

  • Some of us take a Saturday morning ACT prep class, which is basically a class about how to cheat on tests like the ACT because we’re told how to do the test.
  • The ACT is not about life skills and has no value, but it’s high stakes.
  • If you don’t learn test-taking strategies, you won’t do well on the ACT.
  • But, the ACT doesn’t really determine how smart you are.
  • If you are not from a family with lots of resources, to help you prepare for the test, it’s almost unfair. People who have more money can pay for tutors.
  • Kids without resources don’t get the same chances. And not everyone can do well on a timed test like the ACT.

Therefore, in light of all of this, the MCA test–which, again, doesn’t determine if students will graduate or where they will go to college, seems redundant and ridiculous.

  • The MCA test is not even statistically correct, because so many students don’t take it seriously.
  • I don’t want to be compared to other kids.
  • It’s upsetting to have a number determine who you are.
  • The tests are not about being smarter or getting smarter.
  • There is so much pressure and competition at our school, and in general. 
  • One time, my stepsister (who goes to a different high school) and I were both up doing homework until 2 or 3. Then, I went to bed, but when I got up in the morning, she was still up, doing homework. She never went to bed.

The purpose of all of this seems lost on the students, who seem to feel as though they are on a roller coaster and cannot get off:

  • I know someone who has a 3.95 GPA at our school. I think she’s ranked 49th in our class.
  • At the end of the quarter, I’m so stressed and anxious. I just shut down.
  • I have mental breakdowns at least once a month.
  • My parents ask me, “Why are you so stressed out?” But then, I also have to keep up with my room and my laundry, and that makes me more upset and stressed out.
  • Yes, you just have to know your limits, and when to take a break. 

    Are we there yet?

The general feeling the students expressed is one of feeling unsupported by the adult culture they are dependent on, aside from their families, which they each seemed to feel close to:

  • We are stressed out, overwhelmed. If we miss school, the school is so strict about it. We have to have a doctor’s note, or we are told we’re truant. 
  • No one understands. People tell us to balance our lives better, but how?

Ironically, the MCA test seems like the one test they are allowed to make up. 

  • If we miss a Chemistry test or something, we can’t make it up. But if someone misses the MCA test, they will come looking for you, and say, “Come on, come take the test.” So, we can’t make up the things that really matter.

Wait. Aren’t the MCA tests supposed to tell everyone who the good or bad teachers are? Turns out the students have some pretty clear ideas on what they consider good teaching and learning:

  • There are some teachers who understand, but we have big classes, of 30 or 40 kids, and that’s hard for teachers. They don’t get to know us. All they know are our grades or test scores, or whether or not we turned in our homework.
  • We respect teachers when there is trust and communication, and when a class seems interactive. 
  • We like the teachers who remember what it was like to be in school. 
  • We like it when we’re more than a test score, and more than a list of things that need to get done.
  • Some teachers will notice what’s going on with students, and offer individual help. This is better than when teachers have black and white rules, or show favoritism.
  • Having enough resources, or relationships, is hard. Sometimes, we don’t have enough desks.
  • We have seven classes, all with homework piled on. A lot of students don’t know their learning styles; some don’t do well with lectures.

Somehow, despite the Testocracy’s best efforts, these students have learned to think critically about their lives and the world around them:

  • There is a clear boundary between the haves and have-nots, but opportunities should be there for everyone.
  • We know bright kids without high GPAs; a high GPA doesn’t exactly equal intelligence. But we are told a high GPA equals a good future.
  • High school is getting increasingly hard. More difficult. We get the message that we’re not going anywhere unless we have all A’s. 
  • We are told to shoot for the stars, but it feels like we shouldn’t expect to get there.
  • Life is a three-step thing: High school–College–Job.
  • College costs vast amounts of money, but we don’t have time to reflect on what we want to do with our lives.
  • But, I think about it a lot. And I think, we’re only 17.
  • We have good memories, too. We’ve grown up together. We’re lucky to have the opportunities we do have. Southwest is still a good school.
  • It’s not the end of the world if it doesn’t all work out.

Yet, it is clear these kids don’t feel free to be kids. They are guilt-ridden, because enough never seems like enough.

  • I feel guilty for having fun.
  • It’s always in the back of my head…what do I have to do?
  • When I’m out with friends, I think about all I should be doing.
  • School completely shapes your life. 100%. 
  • School seems pointless. Friendship, being a good person should be more important. I mean, in 20 years, will this stuff matter?

Sure, kids, complain away. But what do you really want, then?

  • Having a job and playing sports has taught me a lot of things, like life skills and people skills. I work with senior citizens, and I’ve learned how to talk with them. That’s really important, too.
  • I’ve learned more outside of school.
  • What about a class on how to do taxes or about what a mortgage is? I want to know how to pay my bills. 
  • I would like real-life scenarios in my classes, like how to do a job interview. Sometimes groups come in, after school, to talk about this stuff, but the students are so tired.

These students have gotten another message loud and clear: they are being sorted and ranked all the time.

  • We took the Explore and Plan tests (part of a three test package, along with the ACT). It was ok, but it doesn’t go into depth, and people always try to manipulate it. 
  • They always show us charts about which jobs make the most money. People tried to get those jobs, like “Business Analyst,” as their future career.
  • But, we can’t think of job possibilities. Being asked to be creative is a foreign concept. If someone’s interested in world history, it’s like, “What job goes with that?” 
  • We have been geared to not be creative. There is no room, no time, to explore what you’re interested in.
  • I have taken 3 years of hard IB classes, and just last week, I asked my teacher: What is IB? I don’t know. I’m just doing it because it looks good.
  • I feel like we’ve been conditioned to be like this. 
  • I’ve learned, “How can I bullshit my way through this?”

Finally, I asked if they ever studied things like how to get a handle on climate change. They said, bluntly, “We don’t have time to solve problems.”

The MCA test is really a blip of nothingness to these students, and being allowed to skip it, they said, felt like a little taste of freedom in an otherwise very controlled life.