Must we obsess about student test scores?

This is a cross-post from Chip's Journey. It connects with Amy Shuffelton's very interesting post below about testing children. I share her daughter's evaluation of the whole process.

---

For too long, US education policies have defined progress in terms of student test scores, while ignoring the things that really matter. We've operated on the misguided belief that "learning the basics" is best accomplished by a narrow skills focus and micro-management of test scores.

This occurs despite the fact that few of us would be satisfied if our children could successfully answer multiple-choice questions, but failed to develop intellectual curiosity, cultural awareness, practical skills, a philosophy of life, a strong moral character, emotional balance, social fitness, sensitivity to social problems, or physical fitness. What a tragedy then, if the focus on skills per se (as with the failed No Child Left Behind Act) were not even necessary. What if one could help the whole child develop, including teaching basic skills? What if our current irrational obsession with testing actually stood in the way of the things we truly value?

The start of a new administration in Washington is a good time to ask whether we have the schools we need. Above all, it's not a time to seek ever-more efficient means to produce incremental gains in test scores.

We have an alternative to that in our own history. One of the best program evaluation studies ever conducted was the Eight-Year Study, research conducted between 1932 to 1940 by the Progressive Education Association (PEA). Thirty high schools participated. Instead of narrowly-defined subjects, there were broad themes of significance to the students. "The starting point of the curriculum would be life as the student saw it" (Benedict, 1947, p. 14). Moreover, the schools were community-based. "The schools believed they belonged to the citizens of the community" (ibid, p. 17).

The students from the experimental schools did only slightly better on standardized test scores, but they showed major improvement in other areas, including intellectual competence, cultural development, practical competence, philosophy of life, character traits, emotional balance, social fitness, sensitivity to social problems, and physical fitness. Students from the most progressive schools showed the most improvement, more than those in the somewhat-progressive schools, and much more than those in traditional schools.

Outcomes of the study included better forms of student assessment, innovative research techniques, new ideas for curriculum, instruction, and teacher education. But above all, it provided an answer to the questions above: It is possible to help the whole child develop, without losing basic skills. In fact, schooling can be conceived in such a way that teachers and community members are learners as well. Doing that appears to be the best way to help the individual learner, not drilling on perceived deficits, as we do now. And yes, the irrational obsession with testing actually stands in the way of teaching the things almost every parent, teacher, or citizen truly value.

References

Aikin, Wilford (1942). The story of the eight-year study. New York: Harper.

Benedict, Agnes E. (1947). Dare our secondary schools face the atomic age? . New York: Hinds, Hayden & Eldredge.

Duncan a Consensus Choice: Obama Retains Tension between Competing Policy Camps

The Associated Press today reports in an article that Arne Duncan, selected to lead the Education Department in the Obama administration, is a consensus pick whose selection avoids picking sides between the two educational policy reform camps.

Obama managed throughout his campaign to avoid taking sides in the contentious debate between reform advocates and teachers' unions over the direction of education and the fate of President Bush's No Child Left Behind accountability law.

"Duncan's selection may satisfy both factions. Reform advocates wanted a big-city school superintendent who, like Duncan, has sought accountability for schools and teachers. And teachers' unions, an influential segment of the party base, wanted an advocate for their members; they have said they believe Duncan is willing to work with them.

Duncan deliberately straddled the factions earlier this year when he signed competing manifestos from each side of the debate."

GOP Education Platform Echoes McCain's Strong Conservative Proposals

The GOP has endorsed an education platform with many of the K-12 proposals of Sen. John McCain, Education Week reports today.

It calls for merit pay for teachers, for recruiting the best educators "without regard to collective bargaining agreements," for expanding charter schools and private school vouchers that can be used at religious schools.

McCain didn't mention NCLB in recent speeches and the GOP platform is just as vague; it doesn't mention the measure by name. But it calls for strong accountability measures.

The platform also supports "English First" instruction as opposed to bilingual education, and the right of students to engage in voluntary prayer in schools. The document also calls for replacing "family planning" programs for teenagers with increased funding for abstinence education.

Margaret Spellings Pleased with Failure to Re-Authorize NCLB

Interviewed at the GOP convention on Monday September 1, Secretary of Education Margaret Spellings says that she is happy that NCLB was not re-authorized this year, according to EdWeek. "Where we were headed would have been a bad reauthorization."

Her comments referred to the bill drafted by Rep. George Miller, D-Calif., the chairman of the House Education and Labor Committee, that would have permitted some states to use local assessments in their accountability systems, among other changes. She said that advocates of strong accountability would now have additional time to pass a new bill supporting the law's central principle of accountability.

While noting that education has taken a back seat in the presidential campaign, she sees that as a positive development, on the principle that "no news is good news". She said that Sen. John McCain would make a better education president, but also had kind words for Sen. Obama. "I think it was bold for him to speak out on merit pay. Let's see it happen."

The Democratic Party Education Platform

The few remarks on education in Joe Biden's acceptance speech last night were lifted directly from pages 18-21 of the democratic election platform.

The education plank is brief and not very informative. The key features are recruiting and retaining teachers by providing merit pay, fixing NCLB by adding a number of additional metrics and providing resources for unsuccessful schools rather than labeling them as failures, supporting more public charter schools, and reforming schools of education. No details are provided in the platform itself. More detailed policy statements are no doubt available, but I haven't yet tracked them down.

Obama and McCain on Education

A blog at the Chicago Sun Times offers a comparison of the two candidates on educational policy issues.

Neither candidate has made education a central issue in the campaign.Beyond endorsing NCLB McCain has had little to say. Obama promises to "fix" NCLB by providing full funding and reducing the emphasis on standardized testing. He wants struggling schools to receive support rather than chastisement and threats of closure.

McCain supports vouchers while Obama does not; he favors strengthening the public school system by increasing public school choice.

Following Kathleen Kesson's post last week, SI invites comment on the evolving positions of the candidates on educational issues, as well as position statements that might inform the campaigns and the public on educational issues.

The Kings of New York

The Kings of New York: A Year Among the Geeks, Oddballs, and Genuises Who Make Up America's Top HighSchool Chess Team by Michael Weinreb should interest all progressive educators and members of the John Dewey society.

The Kings is a profile of the national championship winning chess dynasty at Edward R. Murrow High School in Brooklyn, New York. Murrow is a magnet school for gifted kids that provides a lot of protected space for its students to 'do their own thing'. The founding principal, Saul Bruckner, transferred to Murrow from John Dewey High School in Coney Island, a school with a project-based curriculum, where the students did not receive grades. Murrow went even further in the 'progressive school' mode, providing lots of free time by having each class meet only four days a week and looking the other way if kids hung out in the school yard or smoked in the bathroom, or even cut classes for weeks on end. As the principal of this school for its first thirty years, Bruckner became something of a cult figure in New York high school circles. Surprisingly, Diane Ravitch has praised the school, perhaps because of the great achievements of many of its students.

The chess coach, Elliot Weiss, had a scouting system for chess talent that makes major league sports look, well, minor league. By placing himself on the board of the organization running chess tournaments in the New York region, he had early notice of promising elementary school kids. And even though competition for admission to Murow was very stiff, Weiss could get these kids into Murrow even if their academic performance through Junior High was terrible. And chess prodigies, obsessed by the game, are notoriously poor school students.

An organization called Chess in the Schools (CIS) had funded chess instruction at several New York elementary and middle schools, and one, PS 318, had become a chess dynasty because its instructors were high ranked master players. 318 became, in effect, the farm team for Murrow.

Kings chronicles a couple of years in the life of the team members as they pursue their national championships. The players include Russian and Lithuanian immigrants, Puerto Ricans, Haitians, and African-Americans. Each is a kind of troubled genius with a fascinating life story.

What stands out is how a considerable number of selfless heros (I do not use this word lightly) including Bruckner, Weiss, the funders of Chess in the Schools, the chess instructors, and a few private benefactors, made this incredible story possible.

Even when you add up how much they all had to give in time and effort and money so that a bunch of misfit geniuses could develop their unusual natural gifts, however, you realize that a rich country like this could provide something as wonderful for everyone needing it and capable of gaining from it. If, that is, the entire culture were not so slanted to selfishness and greed and if accountability schemes would stop driving them out and destroying schools like Murrow.

The book documents the steady changes in Murrow school brought about by No Child Left Behind, as well as by draconian school security measures imposed by the Bloomburg administration that have eliminated free time, hanging out, and cutting classes.

Payday for NCLB?

NCLB has entered its fifth year, the year that its draconian sanctions are scheduled to take effect.

But almost all of the schools serving poor children in the nation's largest cities are still failing.

The schools are now scheduled for closure or other drastic remedies. But nothing seems to be happening.

So far, education experts say they are unaware of a single state that has taken over a failing school in response to the law. Instead, most allow school districts to seek other ways to improve.

“When you have a state like California with so many schools up for restructuring,” said Heinrich Mintrop, an education professor at the University of California, Berkeley, “that taxes the capacity of the whole school change industry.”


As a result, the law is branding numerous schools as failing, but not producing radical change — leaving angry parents demanding redress. California citizens’ groups have sued the state and federal government for failing to deliver on the law’s promises.

Read more here:

Diane Ravitch Urges Major Overhaul of NCLB

Diance Ravitch has an op-ed article in the New York Times today urging major overhaul of NCLB.

Her proposal is first, to abandon the silly rhetorical goal of 100% proficiency, and second, to abandon the flawed state level tests.

In place of the tests she proposes that the federal government collect all statistical data, in line with the national assessment of educational progress or NAEP, and then support the states in providing local solutions for the specific problems the tests reveal.

See her article at:
http://www.nytimes.com/2007/10/03/opinion/03ravitch.html.

Ravitch's article can be a good jumping off platform for further thoughts on NCLB. Please consider offering a comment about it.