Dear Superintendent Crisfield:
As a graduate of the Millburn Public Schools (Class of 1991) where you currently serve as Superintendent, I feel compelled to respond to your February 19, 2015 NJ Spotlight Op-Ed regarding the movement to refuse the PARCC tests. But first please indulge me in a brief digression:
My History in the Millburn Public Schools
I began kindergarten at Millburn’s Deerfield School in the fall of 1978. From kindergarten forward, school was a place where I felt valued as a human being, and where learning was something that everyone around me took seriously. Even today, as a mother of two elementary school students myself, I look back on my Millburn education as the gold-standard of what a public education can and should be. I remember each of my elementary school teachers by name, and I can still recall many of the projects I worked on in their classes.
My Millburn education is the foundation that allowed me to graduate from Millburn as a National Merit Semi-Finalist, go on to complete my undergraduate studies at Wesleyan University, and eventually allowed me to earn two graduate degrees: an M.A.T. from the University of Maine, and eventually a J.D. from Rutgers-Newark. My Millburn peers have been extraordinarily successful. Just look at award-winning young adult author and editor David Levithan (he was one of the editors-in-chief of The Miller when I was a staff member), or one of the co-valedictorians of the class of 1991, my close friend Debbie James, who is a terrific Harvard-educated primary care pediatrician up in Cambridge. Our graduates are successful in all walks of life, and it’s insane to think that Millburn students — then or now — leave the high school as anything other than “college and career ready.”
As a mother, my Millburn education means that I know what public education can and should be. I now live in Montclair. After months of inquiry, I joined the PARCC-refusal movement as a protest against what the high-stakes testing culture is doing to prevent my kids’ teachers from engaging them the way that my Millburn teachers engaged me.
Contrary to your mischaracterization of parents’ motivations, I did not join the opt-out movement because I am “looking out for what [I] feel is [my] child’s best interest.” You state:
I know the PARCC opt-out movement is popular, and I know the people who are part of it are only looking out for what they feel is their child’s best interest, so I do not blame them personally. But from the systemic perspective, opting out is a concept that cannot work. Even though it will be unpopular and will attract an aggressive reaction, somebody has to stand up and point out that the opt-out movement has to stop. It is just not a practical or viable approach to public education.
Frankly, my kid (like most of her contemporaries in Millburn) will be fine whether she takes the PARCC test or not. I joined the test-refusal movement because the systemic pressure placed on public schools by high-stakes standardized testing must be stopped for the sakes of all of our children. We can and must do better by our kids, and if educational leaders like yourself are unwilling to step up to the plate, then we parents have no choice but to step in to preserve our vision of what public schools can and should be.
Your editorial boils down to a slippery slope argument that misses the larger point of what the high-stakes standardized test movement is about. In addition, you conflate a broader category (assessment) with a far narrower subset of that category (high-stakes standardized tests). Indeed, within that logical fallacy, you also conflate the low-stakes standardized tests of the pre-No Child Left Behind days with the high-stakes standardized tests of today. Finally, you throw in a good dose of patronizing adjectives to describe your community’s parents (the loaded word “hysterical” used to describe a largely woman-driven movement is particularly egregious).
First, your slippery slope argument relies on a few inartfully worded refusal letters to take the position that the grassroots movement against high-stakes standardized tests is “leading us down a very dangerous path” (i.e., down a classic slippery slope). You argue:
[O]pting out of things with such broad brush strokes is different, and taken to its extreme, this new version of opting out will destroy public education as we know it today. If we don’t stop facilitating and/or encouraging all this “opting out” or “refusing” (or whatever it’s called), we might as well set up a la carte public schools.
Your concern stems from refusal letters penned by some of your parents that not only refuse the PARCC test itself, but also refuse “anything to do with the Common Core.” I agree: that’s a silly position for a parent to take. But you are your community’s educational leader. To a large degree I’d posit that the blame for those inartful letters lies with you, as their leader, for not leading your community through conversation and consensus-building around community reaction to the PARCC tests and how Millburn could push back against state and federal edicts, especially considering that its reliance on state and federal dollars is relatively minimal. Instead, what I’ve been hearing is that at Millburn High School, your administration has been using Common Core to enforce lock-step curriculum on your highly-skilled and professional teachers. For instance, I’ve gotten confirmation from multiple sources that your high school English department now requires all teachers of the same course to teach the same lesson plans on the same day, which, to be frank, I find anathema to everything I valued about my own Millburn education. That’s leadership by fiat, which is a far cry from leadership through consensus-building in partnership with Millburn’s highly-skilled faculty. My jaw hit the floor when I first heard that story, and despite the multiple confirmations I’ve gathered, I still have a hard time believing it’s true. What it does tell me is how scared and beaten-down even Millburn’s teachers must feel, and that’s a tragedy for everyone involved with Millburn public education — especially the students.
Next, your piece creates a straw-man argument by conflating two things that aren’t synonymous: assessment and high-stakes standardized testing. High-stakes standardized testing is indisputably one form of assessment, but not all assessment takes the form of high-stakes standardized testing. You then imply that parents who refuse PARCC are also refusing to allow their kids to be assessed by their classroom teachers. Your logic is again flawed.
In point of fact, I have yet to meet a parent or teacher involved in the test-refusal movement who thinks that we shouldn’t assess kids. Indeed, I have yet to meet a parent or teacher involved in the test-refusal movement who thinks that teachers should not be allowed to test students. But as I’m sure you recall from your graduate studies (I certainly do from mine), assessment does not require testing, and certainly all tests need not be high-stakes tests used to punish schools, teachers, administrators, and students.
You imply that parents who are refusing PARCC are also refusing to allow teachers to assess their students. Nothing could be further from the truth. During my years in the Millburn Public Schools, my work on each of the projects mentioned above was assessed by my teachers. I am sure that Millburn parents continue to welcome teachers’ feedback — at conferences, on report cards, and via grades on individual assignments — on their children’s growth as students. Your argument is, frankly, sad, and I would have expected more from the leader of the talented faculty who comprise the Millburn Public Schools.
Similarly, you also conflate the low-stakes Iowas and similar norm-referenced standardized tests of yore (in my time, they were actually CTBS, not Iowas, but I digress) with the high-stakes HSPA, NJ ASK, and now PARCC that post-date No Child Left Behind. This argument not only conflates unlike things (the Iowa and CTBS type test scores were not aggregated and published to the community at large to be touted by real estate agents), but it is also disingenuous, as Iowa and CTBS test scores weren’t used as a potential basis to fire teachers and reconstitute or close schools. Unlike the post-No Child Left Behind criterion-referenced state-wide tests, the CTBS tests of my youth were low-stakes standardized tests, and thus were functionally distinct from HSPA, NJ ASK, and now PARCC. At most, the low-stakes standardized tests of my childhood were one factor among many used to place kids into gifted and talented programs.
Finally, you characterize test-refusing parents as “hysterical.” As I am sure you are aware, the root of the word “hysterical” is in the Greek for “uterus.” Feminist scholars have analyzed how accusations of hysteria against women-led movements are a common means of social control exerted by straight, white men against woman-led social movements. I’m sure this was not your intent, and in fact I find real irony in your use of the word “hysterical” to describe the grassroots organizers against the PARCC given the nature of your own arguments, which truly are hysterical given that they rely on propaganda techniques such as the slippery slope and conflating similar terms. Nevertheless, your linguistic choice, although presumably unintentional, is patronizing and acts as an attempt to exert patriarchal control over a largely woman-led movement. As an aside, you can thank Dr. Cullen-Bender, my 7th grade Millburn Junior High School Communication Skills teacher, for my ability to identify, analyze, and reject the types of propaganda and false-logic techniques that form the basis of your editorial.
Proposals for Collaboration and Consensus-Building:
As a Millburn graduate, I have a few suggestions:
1. You mention some of your own concerns with the effects of high-stakes testing (e.g., that they take too long to administer, that they lead to problematic comparisons between district and schools, and, worst of all, that they’re inappropriately used to evaluate teachers). Those are many of the same reasons cited by the parents in your community for refusing the PARCC. I’d guess that along with those concerns, many of your local parents are also concerned that high-stakes testing in general — and PARCC in particular — is leading toward the same narrowing of the curriculum that led me as a Montclair parent to refuse to allow my daughter to be tested.
What if, instead of fighting your parents over their legitimate concerns with the narrowing of world-class curriculum I benefited from in the Millburn Public Schools, you instead helped to lead the test-refusal movement, and in leading it, worked with your local parents to craft a test-refusal form that was limited to the specific issue at hand: high-stakes statewide standardized testing?
Test-refusal letters don’t need to be like the ones you mentioned. In a district like mine (Montclair), in the wake of our Board’s courageous decision to lead by passing a refusal policy, here’s the full-text of my refusal email to my daughter’s principal:
In accordance with the district policy passed by our Board of Education last night, I am writing to notify you that I refuse to allow Elizabeth Blaine to take the PARCC test. Please let me know that you’ve received and recorded this note. In addition, please advise (at your earliest convenience) what alternative arrangements Hillside is making for students who refuse.
As you know, our decisions is in no way a reflection on you or Hillside School. Rather, it is our attempt to stand with you and with Elizabeth’s teachers by refusing to allow student test scores to determine the fates of our teachers and our schools.
You’ll note that there’s no muss, no fuss, and no slippery slope to complain about. But that’s because despite our differences (and we have many over in opinionated Montclair), we were ultimately able to come together as a community to craft a refusal policy that respects our community’s legitimate concerns about the use of the PARCC tests. Millburn parents would have been far better served if you (or Millburn’s Board of Education) had done the same, rather than chastising them for the concerns that even you agree are legitimate.
2. What if, instead of drafting a poison pen op-ed criticizing your students’ parents, you instead led them in effective protest against PARCC and other high-stakes tests, as, for instance, Principal Carol Burris has done over on Long Island?
Then you’d be controlling the message and ensuring that the PARCC refusals were limited to PARCC (and perhaps NJ ASK), rather than seeking to refuse everything under the sun.
3. What if you gave your students hands-on education in the democratic process by allowing them to participate — during school hours and of course on an elective basis — in the democratic processes aimed at reducing the annual high-stakes testing requirements by, for instance, lobbying their state and federal legislators in favor of bills like A-4165, A-4190, and A-3079 and a grade-span testing version of the ESEA reauthorization; attending and commenting at local and state school board meetings; and testifying before the NJ Assembly and NJ Senate’s Education Committees?
Then your students would have the sort of real world authentic educational experience that they’d remember for the rest of their lives, even more than I remember the projects my Deerfield teachers created for me.
4. What if you had led your parents through consensus building and educating them about the issues facing public schools today (e.g., that the proper target of their anger with Common Core is activism at the state and federal levels, rather than local refusals) instead of berating them with your own “hysterical” slippery slope arguments (e.g., your “opting out will destroy public education as we know it today” argument discussed herein) against the straw-man of parents’ inartfully crafted refusal letters that include opting-out of Common Core curriculum as well as PARCC?
Then you’d be able to gather data to show that parents in a town like Millburn want more for their kids than the narrowing of curriculum forced on schools, teachers, and communities by high-stakes standardized tests that diminish instruction in social studies and the arts. Then you’d be able to educate your parents about the real problems with decisions that have ceded educational policy making to the state and federal instead of local levels, and perhaps you’d be leading a grassroots movement to effectuate a return of education decision-making to the local level, where it can be carefully tailored to meet the individual needs of individual communities.
You yourself note that there are precedents for opting-out of limited portions of the public school curriculum. You agree that those precedents have not “destroyed public education as we know it today.” PARCC refusal won’t — and shouldn’t — destroy public education either, as it, especially if narrowly-tailored by proactive education leaders, can and should be just as limited as refusing to dissect fetal pigs. PARCC acceptance, however, along with all of the high-stakes consequences that come along with it, might be the final nail in the coffin for local control of public education. I am not sure why Millburn’s educational leader, of all people, would quietly acquiesce in a scheme to remove the autonomy of Millburn’s overall excellent public school teachers and administrators, when he could instead have the courage of his convictions to speak out against it, like brave educational leaders (such as Carol Burris out on Long Island) have done.
I think your community would have been better served if you’d met your parents halfway by responding to their concerns about, for instance, the Common Core ELA standards’ emphasis on reading texts without considering their broader literary and historical contexts. You could have assuaged parents’ legitimate concerns by assuring them that Millburn wasn’t going to stop providing its students with a broad-based public education that includes analysis of texts that draws on the reader’s response rather than only Common Core analyses that ask students to divine the “author’s intent.”
Similarly, imagine if you’d relied on the historical knowledge I know still exists over there in Millburn to tell parents that back in the early 1980’s, we were solving math problems with number lines and manipulatives too — and that such techniques are not, popular wisdom aside, specific to “Common Core.”
But you won’t build credibility unless you’re also honest about any degradation of the elementary school social studies curriculum, or other district-level choices, such as limiting electives and specials offerings, that you may have felt were no choice at all because of the pressures — especially in a town like Millburn, where test scores are a major component of identity and self-worth — to ensure that your students scored well on the test du jour.
What I as a parent don’t welcome is feedback from a computer-based high-stakes (because it will, as you noted, be used to rank teachers, principals, administrators, districts, and schools) standardized test not tailored to what my child’s teachers have used their professional judgment to teach my child. I further object to forcing our professional teachers to tailor their teaching to such high-stakes tests, rather than allowing classroom teachers to design assessments of all sorts that best measure student achievement.
If my child was offered low-stakes and norm-referenced standardized tests once or twice during her educational career as a check-in (such as the CTBS tests I recall taking in the 4th grade at Deerfield and in the 8th grade, I think, at the Junior High), I’d welcome that feedback as two data points among many. But the “feedback” from the PARCC, which will, as you note, be used inappropriately to rank teachers, schools, and districts, is not worth the price. It’s too bad that you can’t see the distinction, and that you’ve instead chosen to lead your community by going public with a slippery slope argument that fails to draw a distinction between teacher-created in-class assessment and statewide high-stakes standardized tests.
Perhaps Millburn would have been better off if you could have benefited from the critical thinking required by an old-fashioned Millburn education? As a test-refusing parent, that old-fashioned progressive Millburn-style education is all I want for my kids.
6 thoughts on “Millburn Graduate Takes On Millburn Superintendent’s Logic”
Perfect ! 🙂
Bravo! Spot on, and heaven help us should Mrs. Blaine ever choose to use her devastating powers of perception, reason and logic for anything but good.
Well said. I’m impressed with the thoughts you’ve shared both in refuting her arguments & making suggestions for real-world, effective changes. Thank you! 🙂
I have been teaching for 20 years on LI- your teachers are all so proud and impressed with your sound argument!
Thank you for standing up for kids, teachers and all the hardworking people in public education.
Fabulous… a million thanks for putting this in perspective brilliantly.