Has Testing Reached A Tipping Point?

(This article also appeared on the SmartBlog on Education.)

It wasn’t that long ago that suggesting America’s schools had become test-obsessed was a lonely endeavor.  Although organizations like FairTest and campaigns like Time Out From Testinghave been decrying the flawed logic behind high-stakes tests for years, the reality is that for the past decade, many of us kept our complaints reserved for the privacy of the parking lot

People vented. Policymakers nodded. And absent any real noise, the tests continued.

In 2008, however, the election of Barack Obama seemed to augur a new era. All along the campaign trail, the Illinois Senator suggested a clear understanding of the ways a single measure of success can distort an entire system and narrow the learning opportunities for children. Then he made history by becoming the nation’s 44th president – and unveiling a series of education policies that further entrenched America’s reliance on reading and math scores as a proxy for whole-school evaluation.

Again, the people vented. But this time, policymakers have been unable to ignore a groundswell of noise and resistance, leading many to wonder: Has a tipping point been reached? Are we witnessing the early signs of a sea change in how we think about the best ways to measure student learning and growth?

Consider three separate data points as evidence: Maryland, where the superintendent of the state’s largest district of schools has called for a three-year moratorium on standardized tests; Washington, where one school’s decision to boycott its state tests has spread to other schools and communities; and Texas, where a proposed Senate bill would significantly reduce the number of state standardized tests students must pass to graduate.

In all three places – and many more across the country – what’s changed is a growing willingness to publicly acknowledge what FairTest has argued for years: that tests do not align well with the latest research into how people learn; that they prevent adults from measuring higher-level thinking in children; and, most importantly, that there are better ways to evaluate student learning and growth.

The breadth of these mini-rebellions – from the Pacific Northwest to the Lone Star State – suggests that the unwillingness of the Obama administration to plot a new course for the country has awakened a latent frustration among educators, who are desperate to see systems that value more than incremental academic growth. As Montgomery County Superintendent Joshua Starr put it, policymakers need to “stop the insanity” of evaluating teachers via a formula that is based on “bad science.” Starr’s critique was echoed by Seattle teacher Jesse Hagopian. “We’ve been raising our voices about this deeply flawed test for a long time,” he said. But now that the district is using it for evaluations, “we’ve drawn our line in the sand.” And then there’s Texas education commissioner Robert Scott, who has decried the ways student testing had become a “perversion of its original intent,” and promised he would do whatever he could to “reel it back” in the future.

To be sure, the American test obsession still has a firm hold on our collective psyche, and with Common Core assessments around the corner, we’re a long ways off from the Finnish model – in which there are no national tests and all student assessments are devised and administered locally by teachers. But what seems equally clear is that a new sort of idea virus is gaining strength in education circles. And as Malcolm Gladwell explained in The Tipping Point, “Ideas and products and messages and behaviors spread just like viruses do. When we’re trying to make an idea or attitude or product tip, we’re trying to change our audience in some small yet critical respect: we’re trying to infect them, sweep them up in our epidemic, convert them from hostility to acceptance.”

To convert their opponents from hostility to acceptance, educators will need to clarify more than what they’re against; they’ll also need to propose specific and realistic alternatives. Josh Starr is off to a good start: he proposes creating assessments for Common Core-aligned curriculum by crowdsourcing their development and letting teachers design them – rather than the private companies. And the good news is there are other big ideas out there, and other places where effective alternatives to standardized testing already exist.

Perhaps, then, 2013 will finally be the year that educators end a decade of test obsession – and bring the noise.

A Different Story About Public Education

I know we’re already one month into 2013, but think back to last year for a second:

What were the most talked about education stories of 2012?

I’m guessing your list looks something like this – Common Core. The Chicago Teacher Strike. Newtown. And what worries me is that no matter what other stories you recalled – from Michelle Rhee to the Dropout Crisis to Race to the Top – they’re all likely to fit into one of the following categories: content, conflict, or catastrophe.

Continue reading . . .

“Standardization” is not a dirty word

The reviews are in — in 2013, inequality is out, and equality is in.

“Each time we gather to inaugurate a president,” President Obama began on Monday morning, “we bear witness to the enduring strength of our Constitution. We affirm the promise of our democracy. We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names.

“What makes us exceptional, what makes us America is our allegiance to an idea articulated in a declaration made more than two centuries ago. We hold these truths to be self-evident, that all men are created equal. That they are endowed by their creator with certain unalienable rights, and among these are life, liberty, and the pursuit of happiness. Today we continue a never ending journey to bridge the meaning of those words with the realities of our time. For history tells us that while these truths may be self-evident, they’ve never been self-executing. That while freedom is a gift from God, it must be secured by his people here on earth.”

Those of us who work to improve American public education no doubt heard his words through a certain lens. Indeed, public education has always been — and remains — unequal, inequitable, and incomplete (as I have written here, here and here). Unless we start behaving differently, so it will remain.

If you want illuminating statistics about the extent of this inequality, check out this video from the National Civil Rights Museum. And if you want something to chew on, consider this: standardization, as a word, is not actually “dirty” in and of itself. Indeed, standardization is a useful way to ensure quality control across a system.

The problem is this: here in the United States, the thing we have chosen to make uniform in order to ensure quality control are content standards. (I’m not opposed to content standards per se, though it seems somewhat anachronistic at this particular point in human history.) By contrast, in Finland, they chose to standardize two other things: school funding, and teacher preparation.

What would happen if we followed suit? Might we put ourselves in a better position to fulfill the lofty aspirations of Obama’s second inaugural address?

Open House Do’s and Don’ts

It’s that time of year again: when parents across the country — but particularly parents in major American cities — prepare to schedule a flurry of open houses in a frantic search for the best school for their child.

It happened to me a year ago; between January and March I visited more than 20 schools in search of the best place for my 3-year-old. Even though I’ve been working in schools my whole adult life, it was a daunting, disorienting experience. I can only imagine what it feels like for parents who haven’t stepped foot in a school since their own high school graduation.

To help ease the anxiety of my fellow parents, here are a few essential rules of the road: three questions to ask, and three things to look for.


Questions to Ask

  1. What is your definition of success — and how do you know if you’re reaching it?
  2. What aspect of your school are you most proud of — and where do you need the most work?
  3. What’s the general profile of your faculty — and how long do they stay?

Each of these questions is designed to drill down on how well a school understands what it does — and why it does it. Surprisingly, many schools haven’t thought about this as much as they should. They may have some generalized notion of success in terms of test scores or general statements about a child’s development. They are likely to know what they do well. They have to know how many of their teachers come and go each year. But if they can’t speak really clearly and specifically about what success will look like for your child — and do so in ways that go beyond just academics  – and if they can’t identify quickly where they still need work (because all schools, even the best ones, have room for improvement), you have good reason to wonder if they really have a plan worth investing in.

As examples of schools that have taken the time to figure it out, check out Mission Hill, the Blue School, or MC2 — three schools with clearly defined visions of individual- and whole-school success, and three schools with explicit lists of the sorts of skills and habits they want their students to master. Simply put, these schools know where they’re going — and how they’ll get there. Your child’s school should, too.

Things to Look For

  1. Hallways & Classrooms
  2. Playgrounds & Playspaces
  3. Safety & Security

If you visit a school during school hours, peek in the classrooms. Do students look engaged and energetic, or withdrawn and bored? Are the hallways filled with student work — and if so, does the work reflect a real range of skill-levels and ideas, or does it all look the same? Good schools know how to get kids involved — by making the learning as hands-on and relevant as possible — and they recognize and celebrate the uniqueness of each child.

Good schools also have good playspaces for children — or at least a good plan to get them there, if, like many urban charter schools, they do not yet inhabit a building with its own playground. Ideally, your child’s daily opportunities for physical activity and play are frequent and easily accessed. And if they have to travel offsite, be sure to find out the path to the playground, and how long it will take to get a small herd of children there and back every day.

And finally, good schools take the safety and security of your children seriously. Is it easy or difficult to walk into the school without being stopped or questioned by any adult? Does the school have protocols in place in the event of an emergency? And most importantly, does the school’s commitment to safety and security not interfere with the child’s sense of wonder and curiosity? Children should expect maximum security, but that doesn’t mean they should be expected to learn in environments that feel like maximum security prisons. A good school knows the difference.

The best and worst feature of modern K-12 schooling is that there are more choices to weigh and sift through. But the good news is that, as with the schools themselves, the clearer we the parents are on what we want in a school — and why we want it — the more likely we are to find a match in the marketplace.

Good luck!