I respect and admire eduwonk, but I have to strenuously disagree with his characterization of the impact of testing and No Child Left Behind as “hysterics.” I wholeheartedly support accountability, and I don’t have a problem with standardized tests. Really, I don’t. But one cannot blithely dismiss the narrowing of the curriculum that has occurred in schools — especially struggling inner city schools — in order to beef up test scores. It’s literacy, math and not much else, despite compelling evidence that content knowledge is the key to reading comprehension. We’re serving students in our most challenged schools a thin gruel that doesn’t meet any reasonable standard for an education. We simply have to do better, not dismiss the critics. The NY Times highlighted a few schools that are aiming higher, but to suggest that this shows testing concerns are overblown is a curious conclusion.
It bothers me to hear a well-respected policy analyst take such a stance, for I fear it could invite other less serious observers to downplay the deleterious impact of testing culture, rather than do the hard work of creating and implementing an accountability strategy that resists being gamed, dumbed-down, or measures only the thinnest slices of school performance. “All that test prep isn’t that bad,” it will be argued. “At least they’re learning something.” Isn’t it pretty to think so?
Make no mistake. There are classrooms where students go weeks, months, an entire school year without social studies, science, art and music. I’ve seen them, been in them, and worked with teachers who, despite great misgivings, felt pressured to run them. It’s neither hysterics nor hyperbole. It’s a legitimate issue that left unaddressed or blithely dismissed, could ultimately stop reform dead in its tracks. The very worst thing that can occur is if people believe the accountability cure is worse than the disease. “Drill and kill” is not the issue. It’s kids who can decode, but can’t comprehend. It’s kids who get to high school and college without the functional knowledge they need to succeed in higher education and as full participants in society. It’s complacency that kids who score on grade level are being educated, when all they’re doing is stepping over a hurdle that is conveniently lowered year after year.
Dismiss it at your peril. It’s real. I’ve seen it, lived it. I’ll introduce you to the students who’ve been damaged by it. Accountability was designed to help them, not do further harm. Good enough is not good enough.
Oh, my. I’m having a Hillary moment….I just don’t want to see us fall backwards.
Update: The redoubtable eduwonk thinks I doth protest too much. Perhaps so. But why use two words when ten will do?
Update II: eduwonkette has my back.
There’s a new sheriff at the influential Carnegie Foundation for the Advancement of Teaching and it would seem to presage a closer focus on K-12 education. Anthony S. Bryk was named earlier this month to run the California-based foundation. Education Week describes him as someone with “a strong national reputation as a precollegiate education researcher,” having helped found the Center for Urban School Improvement in Chicago, which now runs charter schools there.
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