Standardized Testing Opt-Out Letter California, 2019

Well friends/co-conspirators, unfortunately, it is that time of the school year again when we must show our solidarity for visions of educational justice and the schools all of our children deserve. Refuse to allow your children to participate in the spirit-killing test industry machine – opt your child out. Many more resources can be found online, but here is the template for the letter I used in California this year (2019). Previous letters used in Ohio can be found in my blog archives.

Peace to you, if you’re willing to fight for it. ~Fred Hampton 

April 25, 2019

School Name District Name School address (four lines)

Dear (school) Staff and (district) Administrators,

Please accept this letter as my submission, under California Education Code section 60615, which allows a parent or guardian to submit a written request to school officials to exclude his or her child from any or all parts of state-mandated assessments, to opt out my child, (child name), from all Smarter Balanced Assessment Consortium tests administered this year.

Reimagining schools through an abolitionist framework, I am unequivocally opposed to standardized testing and the role it plays in perpetuating destructive and punitive practices in schools. Prepackaged state tests with stakes attached (whether high or low) undermine teachers’ autonomy, de-professionalize educators and are a mechanism for reproducing structural inequality. A FairTest fact sheet, “Racial Justice and Standardized Educational Testing,” states that young people of color, particularly those from low-income families, have suffered the most as the explosion of high-stakes standardized testing in U.S. public education has undermined equity and school quality. These tests provide no social or educational benefit, inflict harm on our most vulnerable young people, and contribute to corporate superpredators making billions through the testing industry, charter industry, and textbook industry.

In refusing standardized tests, I stand in solidarity with others pursuing a dream of educational justice in which schools are based on collective dignity, community, creativity, intersectional justice, healing, joy, radical love, and are spaces where every child feels safe and celebrated, and knows they matter.

Test scores from SBAC will not reveal anything to (child)’s teachers or other school staff members that they do not already know about (him/her), nor will standardized tests illuminate the many acts of kindness, compassion, and patience bestowed upon (child) by the staff at (school name) School.

In solidarity with abolitionists for educational freedom,

(Your Name)

(your phone number and/or email)

 

Advertisements

Is UC Santa Cruz selling infants and toddlers to a cesspool of injustice while claiming to fight injustice?

Is UC Santa Cruz selling infants and toddlers to a cesspool of injustice while claiming to fight injustice?

     One of the reasons I applied to graduate school at the University of California, Santa Cruz (UCSC) was because of the commitment to social justice that the university boldly proclaimed and embraced with slogans like the one on the side of the campus bike-bus: “UCSC, the original authority on questioning authority.” Knowing there was a shared vision of fighting for what is right and standing for the most vulnerable inspired and comforted me. How did this revolutionary spirit descend into voluntarily expanding the profits of the barbarians at Bain Capital? It’s perplexing.

     Bright Horizons, the daycare mega-company that UC Santa Cruz is contracting to take over childcare services once the new facility is built, is owned by Bain Capital.  In an attempt to justify the move, one UCSC spokesperson seemed to be utilizing an age-old whining child’s tactic – everyone else is doing it. “We continue to believe Bright Horizons will provide our campus — the faculty, staff, and students — with quality child care, based on its performance at several other University of California campuses,” was written in a statement by a UCSC representative. In 2013, The New York Times offered a brief history of the way Bright Horizons took care of Bain Capital over the decades and how “Bain’s profits on the deal have been anything but child’s play.”

     In a 2017 news story in New York City, the local CBS station reported on a protest by parents when they discovered what those caring for their children at the Bright Horizons childcare center were making. They revealed, “Bright Horizons has a market value of more than $4 billion.” A parent in the story reported paying $30,000/year for childcare services there but learned those caring for infants and toddlers were only making $11/hour. Mitt Romney, former governor of Massachusetts, 2012 presidential candidate and partial founder of Bain Capital (who also employed Bain Capital and Pioneer Institute members as part of his Massachusett’s executive branch staff), bragged about the low paying jobs created through Bright Horizons in response to criticism that Bain Capital was the private equity group of corporate vultures who destroy jobs. Meanwhile, as Executive Chairman, Chief Executive Officer at BRIGHT HORIZONS FAMILY SOLTN, David H. Lissy made $1,822,308 in total compensation in just 2017. Of this total $396,608 was received as a salary, $444,697 was received as a bonus, $967,960 was awarded as stock and $13,043 came from other types of compensation. This information is according to proxy statements filed for the 2017 fiscal year.

     Professors at Cornell raised alarms in 2012 as their university contracted with Bright Horizons. Here is a quote from their local city paper:

     Bright Horizons provides daycare services to Cornell’s Ithaca campus and Weill      Cornell Medical College. In 2010, faculty urged President David Skorton to cut ties with Bright Horizons for violating 56 state child care regulations, overworking its teachers and overcompensating its top management. Skorton, however, decided to renew the University’s contract with Bright Horizons — a decision that some professors say they remain unhappy with.

    Citing past problems with Bright Horizons, Prof. Sydney van Morgan, sociology, said she finds Bright Horizons’ relationship with Bain Capital — which took the company private for $1.3 billion in 2008 — problematic. The University should not use the services of a corporate company when there are several other childcare institutions in the Ithaca community, he said.

    “Is that really the kind of company that Cornell wants to be working with, as opposed to IC3, the local childcare center, which is public, not-for-profit and run by a board of parents?” van Morgan said. “Why not have that model?”

Yes. Why not have that model? Hopefully, Bright Horizons remedied their 56 state childcare violations in New York, but they certainly did not cut their ties with Bain Capital. In fact, two members of Bright Horizons Board of Directors, Joshua Bekenstein and Jordan Hitch, are the Managing Director and Senior Advisor at Bain Capital Partners, respectively.  

     Why should anyone care about Bain Capital?

     In recent times, the most powerful education policy-making players in the arena have been from businesses and their foundations. Dell, Gates, Waltons, Broad, and private equity firms like Bain Capital have pushed for model legislation that requires high stakes standardized testing, merit pay for teachers, teacher accountability systems that link pay to test scores, retaining students for not meeting benchmarks, vouchers, charters, and approaches that maintain a system of segrenomics. Essentially, legislation that applies the principles of capitalism to education (which is notably not part of the business college because teaching is a social science that involves humans – not products) is the type of legislation Bain Capital supports in complete opposition to what education researchers at all of the universities worth anything have found to be best practices.     

     Some of you may be recalling your social studies lessons right now. Don’t legislators in legislative branches make laws? Sure, and Bain Capital has supported right-wing pressure groups such as the Pioneer Institute for Public Policy Research who are major drivers of the model legislation that has come from the American Legislative Exchange Council (ALEC) and have been passed into law across the United States. Bain Capital helps fund ALEC initiatives. According to ALEC Exposed, “ALEC’s education legislation diverts taxpayers’ money from American public school children to for-profit education corporations, strips away the rights of teachers and their ability to negotiate strongly for small class sizes and other practices that help children learn better, and gives more tax breaks to rich corporations and individuals to pay private school tuition.”

     ALEC has also introduced legislation such as the “Stand Your Ground” law that allowed for the murder of Trayvon Martin to go unpunished, anti-immigration legislation, tough-on-crime legislation that nourishes and expands the Prison Industrial Complex (PIC) (the PIC that UCSC Distinguished Professor Emerita Angela Davis has been fighting to abolish for decades), and environmentally destructive legislation.

     Bright Horizons is part of and funds Bain Capital. Bain Capital supports and funds groups (like the Pioneer Institute) that support ALEC and ALEC legislation. UC Santa Cruz wants parents to give their money for childcare to Bright Horizons, which will enrich Bain Capital. Bain Capital will continue to monetarily contribute to all of the unjust initiatives many of us at UCSC will spend the majority our lives fighting.

     What. The. Actual. F***?!?!?!

 

  

 

Women’s March in Cleveland,Ohio,1-20-18

I made the following remarks at the Women’s March in Cleveland, Ohio, on January 20th, 2018. I was honored to be part of an amazing series of speakers. 

A video link to the speech is available on youtube thanks to Toni Jones.

Before I begin, I’d like to take a moment to honor the Erie Indians who lived on this land long before any of us arrived. They were an Iroquoian tribe of the northeastern woodlands, who spoke an Iroquoian language similar to Huron and Seneca. As we continue to confront those who oppress, may we never forget those who have been embroiled in a struggle to exist for centuries.

I am honored to have this time here with you today, and honored to be representing Ohio’s Badass Teachers Association (BATs), and thousands of educators who are fighting for the public schools ALL our children deserve.

When government officials and the business community attack teachers and the public schools that over 90% of school-age children attend, you can believe that it is an attack on women, who make up over 75% of the teaching profession. It is an attack on our children. It is an attack on our democracy.

As a mother, as an educator and as a woman, I recognize that it is this alliance among women and our friends that is the worst fear of those holding power in (what I like to refer to as) our system of “electile” dysfunction.

And how can those in power who oppress and disenfranchise maintain their power?

Part of their plan includes an attack on and the starvation of the foundation of our democracy: our public schools.

They defund education and steal tax dollars to promote a for-profit education system, particularly in the urban neighborhoods of our most vulnerable citizens.

Those governing Ohio are still out of compliance with a twenty-year-old state supreme court decision mandating that they fix the way we fund our public schools.

We must hold public officials accountable. Budget bills must equitably and fully fund education –  not mass incarceration or deportation.

As we gather here today, there are young people whose civil rights are being violated right now at our county jail, not too far from here. These young people have been identified as individuals with learning disabilities. And even though federal law demands that these young people be offered services for their specific educational needs, the county and city that detains them continues to violate federal law by not offering these already disadvantaged young people access to education.

Perhaps those in power restrict access to education because education is essential to human liberation. An uneducated or poorly educated populace is much easier to manipulate and control.

In the spirit of liberation, we must all continue to fight to dismantle oppressive practices like high stakes standardized testing in schools; practices placed upon us by legislators and corporate interests without any regard for what is best for our children.

Ohio is one of only 14 states in the country that still requires students to pass tests not created by their classroom teachers in order to graduate or be promoted.

We must continue to fight for curriculums and classroom practices that are culturally relevant to every child.

We must support local democratically elected school boards. Because if you can vote to have your taxes raised to support a school district, then you should be able to vote for the board controlling the money used in those schools.

We call for an end to harsh zero tolerance policies and the policing of our children, and instead call for the implementation of restorative practices that do not disproportionately put children of color on a school-to-prison pipeline.

You can’t say you’re a pro-lifer and then refuse to fight for every living human being to have an equitable opportunity to enjoy safe quality schools, safe communities, safe water, safe housing, safe neighborhoods, and to have police forces who protect and serve.

When I became pregnant with my eldest son at the age of 17, it was education that helped remove me from a life otherwise destined for dependence on public assistance. There probably isn’t anyone who understands and relates to my passion for justice and equity in education more than my sons. Thus, it is with tremendous pride that I am able to share with all of you that my oldest son here today, Cassimir Svigelj, is running for the 16th district house seat in the Ohio legislature, which includes Bay Village, Rocky River, Fairview Park, North Olmsted & Westlake, with my full support.

Not only do education activists take their power to the polls, but sometimes their kids are inspired to actually get their names on the ballot.

Before I go, I plead with all of you to remain vigilant and diligent in the fight for our public schools. Liberty and justice for all depend upon it. Thank you.

 

Organize, educate, agitate, must be our war cry. (Susan B. Anthony)

The following is the speech I gave as a (very honored to be included) speaker at the International Women’s Day Rally & March in Cleveland, Ohio, on March 8th, 2017, on a very windy day at Willard Park. 

International Women’s Day March & Rally Cleveland, Ohio, 2017

Thank you so much to all of you for being here today.

My name is Melissa Marini Svigelj-Smith, and I am here today representing 100s of local education activists, 1000s of education advocates statewide, and hundreds of 1000s of education activists & advocates across this nation who are fighting for the schools ALL our children deserve.

When government officials and the business community attack teachers and public schools, you better believe that it is an attack on women, who make up over 75% of the teaching profession. It is an attack on our children. It is an attack on our democracy.

We know that education is essential to human liberation.

In this spirit of liberation, we fight to dismantle oppressive practices in schools; practices placed upon us by legislators and corporate interests without any regard for what is best for our children.

We demand that curriculum and classroom practice be culturally relevant, comprehensive, engaging, challenging, and promote critical thinking, and that these practices be based on research and the input of educators, not based on the whims of politicians or the profit margins of corporations.

We call for an end to harsh zero tolerance policies and the policing of our children, and instead call for the implementation of restorative practices that do not disproportionately put children of color on the school-to-prison pipeline.

We support local democratically elected school boards. Because if you can vote to have your taxes raised to support a school district, then you should be able to vote for who is on the district’s school board.

We demand an end to high stakes standardized testing, a system rooted in eugenics and racism that has done nothing to improve teaching and learning for our students, but has created a false narrative about “failing public schools” and “bad teachers.”

We want community schools that are provided with funding and resources to offer the wrap around services that families surrounding those schools need.

School reforms should meet the needs of children in classrooms, not corporations.

All children deserve prepared, experienced and fully licensed teachers.

And all children and all schools must have equitable access to resources and adequate funding.

I plead with all of you today to remain vigilant and diligent in the fight for our public schools.

Until the government ends the test and punish system, tell your child’s school that your student will not be participating in the state’s punitive system of  high stakes standardized testing. Refuse the tests!

No more of our tax dollars to millionaires and billion dollar corporations, so that they can sell our kids developmentally inappropriate tests and then call our kids failures.

Hold public officials accountable. Budget bills must equitably and fully fund education –  not mass incarceration.

We must fight this battle not because education is called a civil rights issue, but because education is an inalienable human right.

Our children need us too much to get tired of being in this battle.

They may have demolished and neglected the buildings we use for education, but they cannot decimate our desire to educate & be educated.

They will continue to wage this political and corporate war on educators: the Liberators.

But they cannot  liquidate our aspirations for liberation.

Education is liberation. Education. Liberation. Education. Liberation.

 

 

 

  

 

Opt Out/Refusal for Ohio 2016-2017

     It seems that the high stakes testing season begins as soon as the school year starts. For high school students adhering to the new Ohio graduation pathways and requirements, state high school exams will be administered beginning in December (next week). I don’t need to review all of the reasons that high stakes standardized tests are bogus, invalid, and do nothing to improve teaching or learning. However, if you need some inspiration for your student’s Opt Out or Refusal letter this year, feel free to read on and borrow any parts you find useful from mine. 

Greetings BMHS Staff,

Just as in the past 2 years, (my son) will NOT be participating in any Ohio State Tests, or in any tests created by AIR, NWEA, ProCore, PARCC, etc. I only want him to participate in assessments created by his classroom teachers whom we value and respect.
If you would like a more thorough understanding of my objections to the racist and oppressive practice of standardizing testing in schools, please refer to the following websites:
http://fairtest.org/racism-eugenics-and-testing-again
http://www.fairtest.org/sites/default/files/racial_justice_and_testing_12-10.pdf
http://ideas.time.com/2012/10/11/why-its-time-to-get-rid-of-standardized-tests/
http://parentsacrossamerica.org/civil-rights-discrimination-standardized-testing/
http://www.schoolsmatter.info/2015/12/the-racist-origins-of-standardized.html
http://www.huffingtonpost.com/ronnie-reese/test-bias-minorities_b_2734149.html
Standardized Testing is Racist
https://www.insidehighered.com/news/2010/06/21/sat
Once again, I realize that (my son) may do well on the state tests. That is irrelevant to the fact that he would be participating in a systemically racist institution, which serves to perpetuate oppression and a discriminatory narrative in society. I will not allow him to passively participate in a system designed to sustain a legacy of inequality in our country.
He will be taking the ACT this spring at BMHS, and should meet graduation requirements at that time through the ACT pathway. His high school graduation and his future are the only reasons I concede to the ACT testing.
I am copying everyone on this email so that there is NO misunderstanding or miscommunication that ultimately puts (my son) in an uncomfortable or compromising position; during which the principles I have raised him to espouse become in conflict with his desire to comply with school officials.
I appreciate your understanding.
Melissa Marini Švigelj-Smith

It Takes a Community: Social & Emotional Learning at a Juvenile Detention Center

The following are links to the Google slides prepared for a 5-7 minute Ed Talk at SEL in Action, a conference in Phoenix, Arizona, made possible through the generosity of the NoVo Foundation, and planned and hosted by Education First. I am very grateful that I was given this opportunity, and more importantly, that my students were given a chance to shine.

It Takes a Community  

it-takes-a-community-2

Thanks to Jillian A. for the photo. 🙂

What’s Tough about Teaching in a Juvenile Detention Center?

What’s Really Tough about Teaching at a County Juvenile Detention Center…

     Work obligations plus the generosity of family and friends gave me the opportunity to travel to various regions of America this summer. Frequently, the kind and interesting folks that I meet ask me what I “do.” When I respond that I’m an educator at a county juvenile detention facility, the response is either verbatim, “that must be tough,” or something equivalent. When I worked at other high schools in our urban district over a span of sixteen years, I would get a similar response. Then, I used to reply that kids are just kids everywhere. I would elaborate in an attempt to expand the person’s viewpoint with stories of my students’ brilliance and accomplishments against unimaginable obstacles. The past two years I have had a different reply:

Actually, no. It isn’t tough being a teacher there. I love it. I love the boys I work with. They’re just kids.

I feel compelled to explain that these young men, the majority of whom are black and brown and from environments designed by society to perpetuate poverty and oppression, are not the monsters that the corporate mainstream media and those dominant in our society would like us all to believe. They are kids. When I look at them, I see my own sons.

But let me tell you what really keeps me up at night…

  • A country that has promoted and allowed for mass incarceration; a modern Jim Crow
  • Prosecutors who care more about putting people in jail than keeping them out
  • A system of injustice that treats a guilty, old, wealthy, white male much better than an innocent brown and poor young man
  • A city that spends $50 million on the security of visitors for the RNC, but can’t find the money to protect our city’s children from violence in their neighborhoods or a policeman’s bullet
  • A city that spends $50 million to renovate a public space downtown, but can’t find money to prevent 2,000 children from being poisoned by lead each year in their homes, or money to provide children with nutritious meals free from processed foods and full of fresh ingredients 
  • The criminalization of addiction or other health issues & the lack of services available to assist people in need
  • Tertiary prison-for-profit businesses like “Jpay” who exploit the already desperate and disadvantaged families and their loved ones who are incarcerated
  • Schools, districts and politicians who care more about scores and data than the humanity and potential that every child deserves to have recognized and valued
  • Policies from politicians and public attitudes that have encouraged schools to be part of a pipeline to prison nexus, rather than conduits of knowledge and discovery
  • A system that magically transforms juveniles into adults in order to bind them out of the juvenile system, and into an adult county system that doesn’t even provide students with special needs access to their federally mandated civil rights under the Individuals with Disabilities Education Act

It isn’t tough being an educator at a county juvenile detention center. It is tough to regain the trust of kids who have been hurt by dumb adults too many times. It is tough to plop spoonfuls of self-esteem on boys who are used to having it scooped away, and to hope that they embrace their own worth. It is tough knowing their stories of tragedy and childhood trauma or to read how they can’t stop seeing the violence they’ve witnessed replaying in their minds. It is tough when they tell me they’re afraid because I know they need more than what they’ll get from me. It is tough when I push them to graduate, and they tell me that they never thought they would.

Caring about the boys I teach isn’t tough.

Greedy corporations and plundering profiteers that value money more than people, and capitalism more than children, in addition to our corrupt political system, are a burden ON ALL OF US, which makes things tougher for ALL OF US.

Kids belong in school, not jails. More funding should go to liberation and education, not incarceration. The liberty of people’s bodies, minds, and souls should never be exploited for profit.

 

Now is Not the Time to do What is Convenient

     Cleveland Public Schools have been under mayoral control with an unelected, mayor-appointed school board since 1998. Under the Cleveland Plan three years ago, test scores became the driving factor for all decisions, and a tedious, subjective, punitive teacher evaluation system, as well as merit pay for teachers, was implemented. The Cleveland Teachers’ Union and the District began negotiations for a new contract this school year. Recently, representatives of  the District announced that they were walking away from the negotiating table, and instead began preparing for a fact finding.

My speaking points for the Cleveland, Ohio, Board of Education Meeting 2-23-2016

Good evening, my name is Melissa Marini Švigelj-Smith. I am an educator in Cleveland, CTU member, and an advocate for children.

Rather than leave the profession entirely two years ago, I switched positions in the District for a 20% pay cut, because I feel that the current data-obsessed system (even when the data produced is not valid) is harmful to students. Of course, all of us working in schools deserve to be paid fairly for our education, work, and experience, but being a teacher has never been about money.  

As others have already alluded to this evening – members of multiple unions work in this district because we care about students. We want the children of Cleveland to have a quality, sustainable, public education system.

Those of us who serve students in a variety of capacities in our district, experience firsthand every day the challenges that confront many of our young people in the city. I would like to use my time (3 minutes) to bring awareness to some of these issues, and I hope you consider the multiple factors that influence a child’s educational experience as we move forward this school year and for school years to come.

For example:

We know that the Plain Dealer reported this past October that 2000 children are poisoned with elevated lead levels every year in our city, and that this exposure causes learning disabilities and behavior issues in children that could have been prevented, but now require special interventions; interventions that more “rigor” in school classrooms will not address.

We know that venture capitalists and for-profit firms are salivating over the exploding $788.7 billion market in K-12 education, and are already enjoying making money off of our city’s children. Breaking up unions is not going to stop them, even though Governor Kasich has tried his best to destroy them.

We know that invalid and made-up test scores are repeatedly used to shame and harm students, teachers, and schools so that those with their eyes on dollar signs can run in with the next latest and greatest scam-of-a-solution to save us all; when really it is politicians and society who have repeatedly failed to address or profited from the social injustices that perpetuate around us.

We know that students may show up to school traumatized at varying degrees, and schools do not have an adequate amount of access to mental health professionals or social workers, and that piling more paperwork on teachers is not going to solve that.

We know that structural inequalities, an unequal distribution of resources, and institutional racism still exist in our city and schools, and that hiring more expensive outside consultants will not eliminate that reality.

We know that highly trained, experienced, and committed teachers are what research shows us will benefit our most vulnerable and needy students, and that punishing educators for wanting to work with those students with a subjective and invalid evaluation system is not a solid retainment strategy.

We know that research shows us that children need time for free play and movement, and access to art, music, physical education, and fully-staffed libraries to maximize their learning and development, and that the excessive amount of tests that our young people endure is making those important opportunities less accessible or non-existent.

We know that students who end up in our justice system, foster care system, residential programs, or homeless are often neglected or poorly tracked because of systemic neglect and failures.

We know that access to healthcare can be a challenge for some of our students. We need full time school nurses all day, every day and access to other physical therapy and medical professionals. More unfunded mandates from Columbus, Washington, or City Hall are not going to make access to that healthcare a reality either.  

We know that if our parents and community stakeholders are qualified enough to pass a school levy through the democratic process of voting, then they are qualified enough to participate in the process of voting for a democratically elected school board.

We know that every child has the ability to learn and excel, and we want the best schools for all of our students. We want money to be spent on classrooms and kids. We want our students to be ready for our diverse 21st century world, and not forced into the role of testing robots or drones.

None of us have a problem with being accountable for the things that we can and should control, but the system better be fair and hold every stakeholder accountable, including all of us here this evening.

Now is not the time to do what is convenient. Now is ALWAYS the time to do what is right.

Thank you for your time this evening.

PS – As an RIP to Jeb’s campaign… Please Clap

Suggestions and a Request of the Ohio Department of Education

Emailed to statetests@education.ohio.gov

Dear Ohio Department of Education (ODE),

Please stop misleading and lying to parents about state tests.

In addition to the corruption surrounding charter schools that forced Governor Kasich’s buddy, Dave Hansen, to resign from his position as school choice director at the ODE, and the sinister and deceitful attack on urban school districts in the state (in partnership with business leaders and many in Ohio’s legislature), the unscrupulous and blatant disregard for honesty or truth also permeates the department’s testing “informational” literature.

In opposition to multiple misleading or blatantly false claims in the ODE’s Information on Student Participation in State Tests, I prepared some truth to share.

  1. States are required under the recently passed Every Student Succeeds Act (ESSA) to maintain annual testing in grades 3-8 in reading and math and once in high school, and three science tests are to be given between grades 3 and 12. Any additional testing is completely at the discretion of state lawmakers and the ODE. Furthermore, state lawmakers decide how much test scores count within state-created accountability frameworks. Thus, elected representatives, who are supposed to represent the people – not test-makers profiting off of the system, or charter school operators looking to use children as cash cows – can decide to continue the climate of test and punish, or they can approach education as a right that all children should have equitable access to, under the guidance of credible research-based instructional approaches. This would be a fresh approach not guided by corporate and unethical profiteers, and instead focuses on children’s best interests.
  2. Although thus far Ohio is continuing the pattern of harmful high stakes testing, under ESSA, lawmakers have discretion to determine how to address schools or districts with parent opt-out or refusal rates which result in less than 95% of the student population being tested. In a democracy, when the government secretly plans then implements policies that are in opposition to the people’s wants or needs, then the people should revolt. The more people that join the revolution or resistance, the sooner the Ohio Department of Education, Governor, and Legislature will get the message.
  3. Testing is not educating. Stop saying that teachers need the results of these tests to inform instruction. It is absolutely FALSE. By the time teachers in Ohio get results back (if they ever get the results), their students are already in another grade, in another classroom, and the scores are meaningless. If teachers were waiting for scores to be returned from last year’s tests to inform their instruction, they wouldn’t have been able to teach anything up until last month. There are still teachers and students in our state who have not received any results from last year’s tests. Have they been teaching students since August, or have they just been sitting around waiting for test score results to inform their instruction? Added to this absurdity is the fact that Ohio is an embarrassing national example, once again, of the manipulation and inflation of scores, which renders those scores to a level of indescribable uselessness.
  4. High stakes standardized test scores are completely INVALID when held to psychometric or statistical standards for validity. The ONLY reliable result of the tests has been a correlation between test scores and socio-economic status. The exact same teachers can teach the exact same way in two different school districts in Ohio, and have very different results based on factors that influence the children and families in their school that are beyond the teacher’s control. In fact, 70-90% of how students perform on tests is a result of influences outside of school. Results from state tests do not result in an accurate accountability system for schools, teachers, students, or communities.
  5. State report cards that use results from state tests, like Ohio has chosen to implement, do NOT provide an “apples to apples” comparison between schools or districts. Instead, report cards for districts creates a hierarchical system of labels and harsh consequences in order to continue the mission of an unending plunder of public education at the expense of taxpayers, while contributing to the already wealthy friends of Kasich and some Ohio legislators.  
  6. State tests have nothing to do with providing every child a high-quality education in Ohio, or anywhere else. There is not a single high-performing nation in the world that tests all of their children annually. Furthermore, studies show that the emphasis on testing in our country has actually harmed education, and it has been especially punitive for traditionally underrepresented groups, and for groups protected under the Individuals with Disabilities Education Act(IDEA).
  7. The tests are not “checkpoints” that ensure readiness. In fact, decades of credible research suggests that laws like the “Third Grade Reading Guarantee” only serve to increase the chances of deleterious long-term effects on children subjected to mandated retention.

It is my hope that by bringing to light these discrepancies between the truth and the false claims in your literature, that a more candid and sincere informational message could be shared with parents and stakeholders in Ohio.

Here is a sample. Feel free to borrow any parts for future publications.

Information on Student Participation in State Testing in Ohio (Adapted for the Ohio Department of Education by Melissa Marini Svigelj-Smith)

    All schools in our state should be equipped with the resources and funding necessary to ensure that every child has equal access to a quality educational experience. It is important to acknowledge that historic and systemic racism and oppression, as well as economic inequities, have negatively impacted obtaining this goal. Furthermore, the majority of factors that influence a child’s experience in school begin long before a child enters kindergarten or even preschool. For example, the first 2000 days of a child’s life has the potential to negatively or positively impact that child’s future academic attainment. Additionally, twenty-two percent of children in the United States are living in poverty. Poverty can have long-term negative effects on a child’s learning.

    Utilizing the credible and valid research at our disposal, the Ohio Department of Education will fully comply with federal mandates under the Every Student Succeeds Act, yet will not pretend that the annual testing of students has in any way improved education in our state or country. Some schools, districts, organizations, and private entities have been given sums of money to promote testing, or hope to profit from testing children, even when it is detrimental to students. However, with the best interest of students and a healthy democracy in mind, we will limit testing to federal mandates, and advocate for policies that do not emphasize high stakes testing. Results of tests should not be used to label or shame districts, schools, teachers, or students. Misusing test data could result in harm to students and education in general.

   POSSIBLE CONSEQUENCES OF HIGH STAKES TESTING

  1. A nine-year study by the National Research Council (2011) concluded that the emphasis on testing yielded little learning progress but caused significant harm.
  2. High stakes testing drives teachers away, especially from schools that need them the most. They also eliminate or reduce time for other subjects that are not tested like music, art, and physical education. Research shows that access to those classes improves academics.
  3. According to statisticians, standardized testing does not meet the criteria for validity. Even score gains do not mean improved learning. It could just mean more teaching to the test. They also fail to accurately assess gifted students or the progress of students with special needs.
  4. High stakes standardized tests do not measure non-content skills children develop at school, or take into account the individuality of students’ learning needs. There is no teamwork, creativity, or work ethic being learned while sitting in silence and taking a test.
  5. High stakes standardized testing does not help students who arrive at school with disadvantages. Instead, students from low-income households, traditionally underserved students, students with disabilities, and English Language Learners are more likely to not earn a diploma, and are more likely to be pushed out of school into the school-to-prison pipeline.

    WHY STUDENTS ARE MORE IMPORTANT THAN STATE TESTS

  1. Children should not have to attend a school labeled “failing,” or labeled anything at all. Schools should be resources for children, families, and the community.
  2. The word FAILURE should never hover over a school building, and make children afraid of how they will do on a test.
  3. Children should not have to be afraid of how their teacher will be hurt by their performance on a test, or how their school, community, or city will be labeled because of how they do on a test.
  4. Children’s privacy should not be violated, and test companies should not profit from harming children or data mining in schools.
  5. Subjects like art, music, gym, and recess have been shown by research to increase academic success, and shouldn’t be reduced or eliminated because kids need to take, or prepare for more standardized tests
  6. The emotional and social growth of children in school is not measured on a standardized test.
  7. The teacher who delivers groceries to a family in need, advocates for a student, or becomes a student’s confidant, counselor, or role model will never have that data show up in test results, and children’s teachers should be trusted to assess their progress.
  8. The long term consequences of labeling and retention on children is profound.
  9. There are more effective and research proven methods to educate our children and to evaluate teachers and schools.

I will continue refusing to allow my children to be subjected to a system designed to attack and destroy public schools. It isn’t because I am afraid of how they will perform on standardized tests, but because I am afraid that children who do not have the advantages and opportunities that they have, will be unfairly labeled and punished. I will never be convinced that children in other schools, in other cities or neighborhoods, are getting a better education because of mandated high stakes standardized tests.

I hope my sons grow up to be happy, healthy, empathetic human beings who never forget that their humanity is bound up in others. I will never look back on their childhoods and regret that they did not get to take more standardized tests. I will never wonder if I need standardized test scores to tell me what my children are worth. It will not occur to me that by not taking standardized tests, my children somehow missed out on obtaining the best education that they could.

However, I may wonder how and why so many adults who were supposed to advocate for children failed, and chose deception and harm instead of protection and resistance.

Thank you for your attention to my concerns.

Sincerely,

Melissa Marini Svigelj-Smith

 

Hillary, Politicians, Education Reformers, & Education Profiteers: You Are Cowards & Failures

You say my school is failing. You label my students as failing. You call me a failure. Then you shake hands with profiteers who wear fancy suits and promote edperialism and a testocracy. These profiteers and elitists you embrace send their kids to expensive private schools, so their children don’t have to endure the policies stuffed full of educational malpractice you collaborated to create. They sit cozy in offices and devise untested business theories for application to the humanity that is education. You let them steal our tax dollars, and you praise them as philanthropists for their astronomical failures in education. It’s time you change your narrative. It’s time you change your proximity.

Do you really want to know what it’s like to be a public school teacher in an economically devastated & segregated neighborhood in one of our nation’s cities? Neither you nor the profiteers and policy makers really want to know. People like you want to keep judging and labeling, but you don’t want to admit that you helped create the suffering and disadvantage. You don’t want to claim the role and responsibility that you bear for the disasters you’ve created for other people’s children. Come take a look at my joyful, sad, sweet, angry, helpless, and hopeful students and tell them they’re failures to their faces. Come see me and my colleagues in our classrooms working 10-12 hour days and look us in the eyes and tell us we’re failures. Tell the families who rely on the existing public neighborhood schools we have left that they’re failures raising failures.

Does that seem harsh? It should.

But you have no problem preaching about “failing schools” full of “failing students” while you’re perched in expensive offices in skyscrapers, or as you muse about education in affluent and gated neighborhoods. Change your proximity and see if your narrative still feels all cozy, warm and righteous. See if you still possess the courage or ignorance to make bold declarations about failure when you’re looking into the eyes of hungry six-year-olds who suffered through childhood traumas and lead-filled homes in one of our nation’s cities. Can you look into those sweet, helpless faces and tell a little girl that she’s a failure?

Yet, that is what you do every time you or your education reformer/deformer friends and contributors suggest competition and privatization or closuresinstead of addressing the poverty, historic and systemic racism, and epic failure of our society to care about other people’s children.  The real failures among us fill boardrooms, legislatures, executive offices, non-profits, and cabinets all over this country. They aren’t in my classroom. They aren’t in my school. And they aren’t the families in my city.  They’re people like you.  And I have the courage to state that directly.  Now, I challenge you to stand in front of us and tell us we are failures while you are looking straight into the eyes of my children, my students, our school staff, and my colleagues. OR you can finally gain the courage to change your narrative, examine the research, and acknowledge the role that our nation has played in making sure that some people’s children start out with less than others, and to admit that we don’t do enough to change that, or do enough to help our fellow citizens catch up.  

Maybe once you have the courage to admit to policy and approach failures, you and those who believe that having money makes them authorities about EVERYTHING, will actually ASK educators, healthcare providers, social workers, mental health providers, safety and security providers, nutritionists, and the people we serve what is really needed to improve our cities and education.  I am pretty certain the response won’t be that we need more politicians and reformers threatening us and calling us failures. You won’t know though until you change your proximity, and then change your narrative. Meanwhile, I’ll keep working under your failed policies and egregious labels while making sure that my students, their families, and my colleagues remain reminded that YOU FAIL US then label us. Yet, until you make an initiative for change, it is YOU who should wear the label of failure and shame.

Not us.

*Changing proximity and changing the narrative were ideas presented by justice advocate and lawyer Bryan Stevenson at a Boston Community Conversation on December 9th, 2015 at Emerson University’s Paramount Theater in partnership with Facing History.