Recently, the Ohio Department of Education(ODE) held a phone propaganda conference to inform Ohioans about the state tests that they want students to take this school year (2015-2016). The new (but not really new) tests from AIR will replace the PARCC tests, but will still incorporate PARCC-like questions and possibly even the exact same questions used on tests that AIR created for purchasers in other states. AIR tests in the states of Utah and Florida this past year received less than positive accolades. Recruited for part of the ODE’s propaganda effort was Ohio’s 2015 Teacher of the Year, a high school teacher from Tallmadge, Ohio, and ODE Associate Superintendent, Lonny Rivera, who will soon be replacing retiring State Superintendent, Richard Ross. The following is my sincere plea to those educators who may not recognize the damage that high stakes standardized testing wreaks upon public education as a whole, but particularly on the schooling of underprivileged children.
Dear 2015 Teacher of the Year (and Any Other Educators Who Have Yet to Join The Force),
I applaud the efforts and dedication that earned you the recognition bestowed upon you. Obviously, like the vast majority of educators I know, you care deeply about your subject, position and students. You have recognized and harnessed the power that teachers possess to impact lives. This ability, that only certain people can master, requires a combination of intellect, heart, endurance, passion, patience, dedication, and crafting. Knowing that, the entire profession should be held in high regard and well respected by politicians, leaders, and society in general. Being a “Teacher of the Year,” provides you with a potentially stronger voice to influence others. Listeners may even offer you a certain level of respect that they will not afford to the profession in general.
With this great respect, comes great responsibility.
When you convey to an audience of listeners that standardized high stakes testing is not punitive, or does not require you to teach to a test, you not only misinform that audience, but you forget that while you are lovingly nurturing and nourishing the minds of your students in a supportive community, with a democratically elected and locally controlled school board, there are other students and educators in the state who are enduring the dismantling of democracy, and the enforcement of harmful, non-researched based approaches designed to punish and label children and schools, even if those students and teachers are working just as hard, if not harder, than the staff and student body in Tallmadge.
Below is a comparison of Tallmadge, Ohio, to Cleveland, Ohio.
The cities are 37 miles apart.
|Median Household Income
|Estimated Median House or Condo Value
|Average Monthly Rent
|Foreign Born Residents
The implications of the data should not need explanation, but it may be necessary to highlight that even when students are from families with a parent working full-time, year-round, they can still be living in a low-income household because wages are so low that many families cannot survive solely on what they earn.
Growing up in poverty, or in a low-income household, can have significant effects on learning and brain development that have been known about for over a decade. According to the UNC-Chapel Hill School of Education, “Biological factors include toxin exposure (e.g., lead paint in older buildings), malnourishment, premature birth from prenatal drug and alcohol use, and vitamin deficiencies in the mother (e.g., folic acid). The NRC identified time between parents and their children to be the most important factor in early child development, and parents in low-income households often do not have the time to devote to their children. Less time with parents means less verbal discussion, less vocabulary development, and less social skill development — all contributing to a tougher time in school.”
The organization Zero to Three notes, “Research shows that major adversity, such as extreme poverty, can weaken developing brain architecture and permanently set the body’s stress response system on high alert.” Children from low-income families are “at greater risk than middle‐ or high‐income infants and toddlers for a variety of poorer outcomes and vulnerabilities, such as later school failure, learning disabilities, behavior problems, mental retardation, developmental delay, and health impairments.” None of this research reveals an actual deficit for the potential to learn, but it does reveal that standardization of learning is inappropriate and abusive to the mindsets of children who already have considerable odds to confront. Massive testing that has never been appropriately vetted to eliminate cultural biases, in addition to the dozens of other reasons high stakes testing lacks validity, has been punitive to our most vulnerable citizens, and has neglected the needs of our most gifted learners.
Before even considering the disparities in access to resources and opportunities for students in Cleveland compared to those in Tallmadge, there is already an established pattern of risk for students that has nothing to do with the school systems, and everything to do with factors related to family backgrounds and socioeconomic status. Testing is not going to change that. An historical account of housing segregation and job discrimination in Cleveland, and other northern urban areas, reveals that the U.S. government contributed to segregated poverty when returning World War II white GI’s could get low-cost federal home loans to move to the suburbs, while black veterans could not. Then, there is the history of “sun-down towns” and sun-down suburbs in Ohio and other northern parts of the U.S. These areas still remain purposefully all white, or nearly all-white today, because they were intentionally designed to exclude other groups, particularly African Americans (3.4% of Tallmadge residents are African American). Testing does not promote integration or support equity.
There are adversities for Cleveland students that the majority of the population in Tallmadge and other suburbs may never encounter. Being a teacher anywhere means being a member of an important and necessary profession. We have the power to impact individuals and a collective future. However, when a teacher states from a perspective of privilege, that test scores are not punitive or that teachers do not have to teach to the test, then that someone is either lying or sorely lacks knowledge. If anyone believes that testing does not castigate, then they should go teach in one of the most economically devastated neighborhoods in a city, at a public school that cannot turn away students deemed as “less desirable,” and compare that experience to wherever they are coming from. Were the students retained because of a test, even when the professional educators who worked with the student all year saw growth?
Take all of the teachers from a school rated “A” by the Ohio Department of Education in a suburb like Tallmadge, and swap them with the teachers at a school labeled “F” by the Ohio Department of Education for a year. Will the grades of the schools automatically be reversed the next school year after a year with new staffs? The odds are in strong favor of the state grades for both schools remaining the same, regardless of a staff swap. Does going to a school with despicable overhead labels hovering every day motivate students or teachers, or does that feel punitive? Teachers work hard wherever we are, but we can’t solve systemic poverty that was cast upon marginalized groups in our society, through generations of discriminatory and oppressive practices, all by ourselves. Educators need society to finally decide that rectifying past wrongs and caring for other people is worth the effort. We do not need another member of the profession touting false information to an audience of listeners or proclaiming that testing is not punitive.
We cannot change our country’s history or mistakes made in the past, and we should not regret wanting what is best for our children and working for that aim. Yet, we should also not be a society that continues to ignore the fact that the time to do what is right, is always NOW.
NOW is the time to reject the high stakes test and punish system that has been discredited and exposed as producing little, but costing much.
NOW is the time to stand against punitive labels and inequities.
NOW is the time to proclaim that our children are not products, and that they do not come standardized.
NOW is the time to say that access to a quality education should not be a competition. It is a right.
NOW is the time to decide that our children deserve much better.
And to decide that other people’s children deserve better also.
A better time than NOW will not arrive. The time to do what is right is always NOW.
Please join us.
Just A Teacher