Issues in Education EDCI 500 41E Karen Sullivan Position Statement - Testing May 10, 2013

Testing Testing in schools today evokes stress, dread, and panic in administrators, teachers, and students. Students experience unit tests, six-or nine-week tests, and in Texas, the high stakes STAAR Tests. Teachers are often given scripted or prescribed curriculum, leaving them with little choice or opportunity to teach as they choose. Many districts connect test scores with teacher salaries, which increase teacher attrition rates and also, has resulted in cheating scandals. Some states such as in Texas, have cut education funding, yet spend millions to testing companies to create, administer, and score high stakes tests, even though there is no accountability for errors, validity, or fairness of the test. As a result, teachers still must teach the mandated curriculum to larger numbers of students, deal with discipline problems, contend with lack of educational and parental support, and try to prepare students for the STAAR Tests. As a result of this stress, school districts have difficulty attracting and retaining experienced teachers. When the federal and state governments tie financial support to student test scores, they are causing undo stress at many levels, especially teachers which transfers to their students. Many students come without the skills the state requires for that age level, yet educators must not only catch them up to their peers, but also be prepared for an on-grade level test for which they may not be ready or even capable to pass. But legislators do provide additional remediation and retesting opportunities for students who failed the first or second attempt, which results in even more stress at all levels. The American Federation of Teachers approved the resolution stating, the focus on standardized tests has undermined the United States education system. They stated that testing should be used to inform and not to impede classroom instructions. (2) Instead of teachers using their time to help students learn, they are often required to analyze content and data to improve scores. Staff Development days have become time to find ways to better meet standards and tests, and not ways to meet student needs. This test-driven culture has narrowed curriculum and focuses on limited skills that are tested. The National Research Council in 2011 found that the past decades emphasis on testing had produced little learning progress. The NCLBs mandated testing did not increase average academic performance or narrow achievement gaps significantly. Finally, the test-cheating scandals are cause for even more concern about our schools. This culture of high stakes testing comparisons appear to be a way to make schools look good, even

if students are not really learning. The ultimate objective had become high-test scores, which has actually been harmful to students. Testing critics often claim that weve dumbed-down instruction and eliminated creativity from our classrooms. (3) Eliminating these high-stakes tests probably wont correct the problems in schools but there needs to be some changes that better support teachers and their students who count on them for an education. Coppell ISD Superintendent Jeffrey Turner in an Dallas Morning News article December 21, 2012, stated that the real challenge for education today is that we are running a 19th century system, using a 20th century accountability model complete with a facts-based multiple choice test, and expecting our kids to gain 21st century skills. I dont think we can do away with all testing, but I think we should use the testing to show growth and gage where students knowledge is compared with where it should be. As an educator, I try not to mention the STAAR Test until the second semester, although I know my students are aware and often ask about it. I would like to become more aware of legislation concerning testing in public schools, and voice my opinion to those who make those decisions. I know that until parents and educators become knowledgeable and involved in the decisions, no changes will occur.

(1) Holme, J., & Heilig, J. (2012). High-Stakes Decisions: The Legal Landscape of High School Exit Exams and the Implications for Schools and Leaders. Journal of School Leadership, 22(6), pg 1177-1197. (2) Montgomery, R. (2010). Education: Standards and Assessments in Practice. World and I. 25(2). (3) Schaeffer, B. (2012). Resistance to High-Stakes Testing Spreads. District Administration. September, 2012. Pg 34-42. (4) Thompson, G & Allen T. (2012). Four Effects of the High-Stakes Testing Movement on African American K-12 Students. The Journal Negro Education. 81(3). Pg 218 -227.

Issues in Education EDCI 500 41E Karen Sullivan Position Statement Graduation Options May 10, 2013

Graduation Options

As a middle school teacher, I do not have any input or influence over high school courses or graduation plans. I do have strong opinions that students need options for their futures. This big push for students to be pushed and given the belief that they can be successful and attend college is great, but is not realistic for all students. Yes, I want to encourage my students to set goals to do well and strive to eventually attend college, graduate, and fulfill their dreams of a satisfying career. Realistically, some of their goals are not attainable. Without being negative toward their goals, I try to encourage them to do their best and keep options open. As 7th graders, many do not have any idea what they want to do past today. Many come to me with little confidence in their math abilities. Their parents tell them that they were never good in math, so they understand their childs struggles and even accept it. I try to encourage them and boost their confidence with small successes as a start. I let them know that if they work hard, do their homework, and study they can be successful in math class. No, not everyone needs the higher level math knowledge or skills, but everyone needs to know the basics. I explain to my students that I believe in them and their ability. Yes, I have had students who have never passed the state tests, and have no confidence. It is very satisfying to see a student pass a regular test and make progress. I have seen those small milestones boost a students self-esteem. They actually start to work harder, attend tutoring, and even start answering questions in class. When I have the opportunity I encourage my students to think about courses they might take in middle school that will give them high school credit, such as Spanish or Algebra I. It is very difficult to gage influence over middle school students, but I explain that all their classes are important, even though may not see the relevance to their life or interest. In my research and reading my group members research, I understand the need for options for students high school graduation paths. Not all students have the same abilities, interests, or skills. Society needs a variety of skilled people to fill a variety of careers. High school should provide the different paths for students to try so they might find their correct course of study. Of course, some will change their minds and try a different path than where they started, but isnt that part of the education process. I know many people who work in a career for which they were not originally trained, and some who return to school to find a new path. We need to be educating our students to be ready for college or other vocational paths so they might be successful contributing members of society. I plan to do my part to guide my middle schoolers to do their best and work to become the best person they can, whatever their goals or dreams.