Testing and the Re-Segregation of Public Ed

Today, I was part of a full house at the New Jersey Senate Education Committee as it considered bills and a resolution relating to the PARCC (Partnership for Assessment of Readiness for College and Career) tests.  Along with many other grassroots parent activists, I am frustrated by the Senate Committee Chair’s unwillingness to set down all of the much stronger PARCC bills passed by the New Jersey State Assembly for a vote in her committee.  Rather, only one of the four bills, prohibiting PARCC-style testing for grades K-2, was set down for a vote by her Committee.  Senator Ruiz also offered a substantially watered down replacement bill for the Assembly bill to notify parents of standardized testing.  Senator Ruiz’s version of the bill, for example, fails to require that parents be notified of information as basic as what use local districts will make of standardized tests administered to their children (e.g., will the tests factor into student placement into gifted and talent programs or remedial education, etc.).  

So instead, I focused my efforts on the two bills introduced by my terrific local state senator, Senator Nia Gill.  Senator Gill introduced two bills: one to require local districts to publish their PARCC opt-out numbers within 10 days of completing test administration, and the other to explicitly prohibit New Jersey Education Commissioner David Hespe from withholding state aid from districts with high PARCC refusal rates.  

The text of my full testimony is below.  In it, I address the elephant in the room: the use of standardized test scores as a proxy to encourage resegregation of school districts by class and, to the extent that class and race are unfortunately still correlated in this country, race.

My testimony:

My name is Sarah Blaine.  I am here today to in particular support Senator Nia Gill’s bills, S2884 and S2881.  No one is paying me to be here today: in fact, I took a day off work to attend this hearing.  I have two children, a kindergartener and a fourth grader, in the Montclair Public Schools. Both of them only get one shot at their educations.

When I saw changes in my older daughter’s curriculum as a result of Common Core, I sat down to read the standards.  I’m an attorney now, but before law school I taught high school English.  Given that I would have loved some standards (or, heck, books) as a new teacher in a rural community with few resources, I started out on the assumption that national standards were probably a good idea.

But then I watched what was happening in my daughter’s classroom change.  As PARCC loomed, homework became more test-prep focused, with multiple choice questions and written paragraphs that had to follow strict formulas.  I learned that my older daughter’s school had reduced the number of elective periods.  Social studies education virtually disappeared.  Science became reading the textbook and filling in blanks, instead of labs and hands on experimentation.  My 4th grader has not had a single field trip this year — and as far as I know, none are scheduled.  I realized that I was seeing a predictable result of high-stakes testing in action: my daughter’s school was narrowing the curriculum to increase the time available for test prep. 

In Montclair, as across the country, test scores are closely correlated with the socio-economics of the populations tested. Although Montclair is consistently characterized in the press as “affluent,” according to NJDOE statistics, over 20% of our total school population is economically disadvantaged. Montclair has two NCLB focus schools not because those schools are lousy — they’re not — but because we are one of the few NJ towns with an economically and racially diverse enough school population to demonstrate an achievement gap.  This has driven an increased emphasis on test prep, which benefits no one.

Last December my spunky 4th grader testified directly to our Board about why “PARCC stinks” based on how test-prep was taking over her classroom.  I can tell you this much: after that speech, which went viral and led to her live appearance on national television, I have no doubt, without any need for PARCC results, that when the time comes my child will be college and career ready. Of course, I already knew that: her parents’ advanced degrees, race, and socio-economic status make that a virtual certainty. If you policymakers want more children to succeed, you need to spend your time implementing equitable economic and housing policies to ensure that all citizens have the chance to join a robust and secure middle class.  

The Montclair Public Schools administration worked hard to implement — and, indeed, cheerlead for — PARCC.  However, locally I wasn’t alone in my concerns about the effect that PARCC was having on our schools: more than 42% of Montclair children refused PARCC.  However, we Montclair taxpayers were not even able to obtain that statistic from the school district without a fight.  That is why I support Senator Gill’s bill to ensure that taxpayers are afforded access to the testing numbers.

Recently, Education Commissioner Hespe — and Governor Christie — began explicitly threatening to withhold state funding from school districts with high PARCC refusal rates.  That threat is unacceptable, as the school district has no way to compel me or any other parent to allow our children to sit for these tests.  To be clear, I don’t say no because my child is anxious or scared. 

Rather, I say no to PARCC because I see, as a parent, the destructive effect that annual testing and high-stakes uses of annual results are having on the quality of education offered in our state’s traditionally high-quality public schools.  I see that aggregate test scores are used — be it by real estate agents or home buyers — as proxies for socio-economic status, with the effect of further re-segregating our communities.  I see it, and I get it, because I, too, looked at those test scores and school rankings when we were choosing the New Jersey community in which we wanted to raise our children.  But then I realized that I didn’t want my children growing up in the same narrow bubble that characterized my childhood in Short Hills — and instead of moving to the town with the highest test scores, we moved to Montclair.

If more New Jersey towns were integrated like Montclair, all of our children would learn a little more compassion, a little more wisdom, a little more humility, a little more sense of what’s possible, a little less fear of those not like them, and a little more awareness of how the accidents of birth can and do affect children’s futures.  But politically, that will never fly, so you continue to test children and communities into submission, instead of choosing the tough — and admittedly expensive — policies that might actually work.  Then, when parents like me say no, Commissioner Hespe tries to threaten us into submission.  And so I support Senator Gill’s bill to prevent Commissioner Hespe from withholding funds from districts like Montclair, where the parents have had the courage to say no to the destructive effects of high-stakes annual tests.

I ask you to support these bills because democracy cannot function effectively if it is predicated on failure to inform the citizenry of what is happening in our public schools.  I ask you to support these bills because democracy cannot function effectively if it is predicated on empty threats from state-level bureaucrats meant to intimidate parents and communities.  Our children deserve better.  Thank you.

David Hespe & The Immersive Logic of Test Prep

Studying for the bar exam requires stepping into a bizarre alternate reality. After three years of law school, my classmates and I celebrated our graduation and pretty much immediately began our bar studies.

I began with the PMBR prep course. The PMBR course is a supplemental bar course that focuses specifically on test taking strategies — and, to a lesser extent, content — for the Multi-state Bar Exam (“MBE”). All states other than Louisiana require aspiring attorneys to take the MBE, in which you have 3 hours in the morning and another 3 hours in the afternoon to answer 200 multiple choice questions. The questions are tricky, confusingly worded, and have multiple right answers: your job is to figure out which answer the test makers think is the “best” right answer. Depending on your state, your MBE score is somewhere around half of your total bar exam grade. The bar exam is high stakes: no one wants to risk failing the bar exam.

To be honest, ten years later I can’t remember whether I took PMBR’s 3 day course or its 7 day course. What I do remember is this: on the first day of the course, they gave us a sample MBE exam. After a lifetime of acing standardized multiple-choice achievement tests, I got maybe — maybe — a third of the sample PMBR MBE questions correct. Now, that might have been slick marketing strategy to convince me that the course was worth my new law firm’s money, but my take is that it was legit: I did poorly because I hadn’t yet immersed myself in the MBE’s bizarre logic.

The test prep worked. After a week of PMBR, I was scoring significantly better. I don’t recall details, but I do recall hours of analyzing individual exam questions, discussions of strategies for identifying and discarding tricky wrong answer choices, and of immersing my brain in the test maker’s logic. After PMBR ended, BAR/BRI (the comprehensive bar preparation course) began. For BAR/BRI, we packed into a large lecture hall to watch videotaped cram lectures in the bar subjects in the mornings (I still recall Seton Hall professor Paula Franzese’s Property songs, and especially her promise that when the bar exam was over, there would be ponies). In the afternoon, I sat in my house or my local library reducing my morning notes into easily memorized flashcards for cramming “black letter law” into my head.

When I couldn’t take it anymore, I picked up my then eight or nine month old from day care and played with her for awhile (yes, my first child was born in the fall semester of my third year of law school; in case you’re wondering, I graduated with high honors). Then I’d spend my evening studying more. About halfway through the BAR/BRI course, BAR/BRI had us spend a day taking a practice MBE. Because of my responsibilities as a mom, I’d been front loading my studies, and unlike many of my peers, I discovered at that point that I’d successfully immersed myself in the test-makers’ multiple-choice logic. As a result, I kicked the practice exam’s butt, and felt that I could focus the rest of my bar prep focused on the essay writing, with only a bit of continued MBE practice to keep my head in the game.

Bar exam essay writing was, again, its own unique genre. We were highly encouraged to write strictly according to the IRAC formula, in which we started with an Issue (e.g., “An Issue raised by this fact pattern is whether Fred is guilty of involuntary manslaughter”), then set out the Rule (“The elements of involuntary manslaughter are…”), then Analyzed the facts presented (“Fred’s actions meet the first element of involuntary manslaughter, because he…; Fred’s actions meet the second element of involuntary manslaughter, because he…”), and then stated our Conclusion (“Because Fred’s actions satisfy each of the four elements of involuntary manslaughter, he will be found guilty of involuntary manslaughter”). Bar exam essay writing makes for some scintillating prose.

When the bar exam arrived, my reaction was “Bring it on!” And four months later, I was gratified to learn that I’d passed. But the bar exam was a bizarrely arbitrary rite of passage. It was strange to realize that after three years of law school, I was unprepared to pass my chosen profession’s licensing exam without two months of intensive commercial test preparation. It was also strange to spend so much time learning “black letter law” (i.e., specific “rules” of law that would lead us to a particular correct answer). Even for the essays, analysis must lead you to a “correct” answer. This has nothing to do with the reality of legal practice, but it makes perfect sense to bar examiners because formulaic essays are far easier to grade. The same is even more true of the bar exam’s multiple-choice questions. Never mind that as a practicing lawyer your job is to see nuance, and to craft the best arguments you can (within the limits of your ethical responsibilities, of course) to support your client’s position. In ten years of practice, I’ve written a lot of briefs, but no judge has given me a multiple-choice test.

Compared to the bar exam, law school exams are a far closer approximation of what practicing attorneys actually do out in the real world. Many are open book, and whether open or closed book, the point of professor-written law school exams is to demonstrate that you’ve learned how to “think like a lawyer,” that is, that you’ve learned to apply legal principles to analyze and dissect the nuances presented by complex fact patterns. A typical law school issue spotter will say something like, “Read the following fact pattern [anywhere from a couple of paragraphs to a page or two]. Identify the legal issues.” And then you’ll discuss the facts, apply the legal principles you’ve learned to those facts, and analyze the interplay of facts and legal principles. The point is to figure out whether you can see the areas of concern, so that when you enter practice someday, you’ll be able to listen to your client and figure out where to start researching whether he has a case. On a law school issue spotter, there generally isn’t a right answer: the professors care more about whether your analysis makes sense than whether you’ve correctly memorized the legal principles, as they know that any lawyer worth her fees (and who values her license) will do research before making recommendations to her client.

The strangest part of the bar, however, was getting my bar results two months into my new job as a baby lawyer at a large law firm. It wasn’t strange because I’d passed: I’d worked hard and I knew I had a decent head on my shoulders. What was strange was getting that score and realizing how little bar exam study had done to prepare me for the actual job of being a baby lawyer.

When I started in private practice, I didn’t know how to do anything:

I didn’t know how to file a motion.

I didn’t know what a motion was.

I didn’t know how to draft a certificate of service.

I didn’t know that you needed to submit a proposed form of order along with your motion.

I didn’t know what a case management conference was.

I didn’t know what a discovery plan looked like.

I hadn’t participated in a large-scale document review.

I didn’t know how to mark exhibits or move them into evidence.

I certainly didn’t know how to write a deposition outline.

I had no experience taking depositions, and didn’t know the first thing about how to manage a witness.

I didn’t know what an in limine motion was.

I didn’t know that there was such a thing as a trial brief.

I knew nothing about recruiting and working with expert witnesses.

In short, like every other baby lawyer, I didn’t know squat about how to actually succeed in my chosen career (other than what I’d learned the prior summer when I’d worked as a summer associate at my new law firm). If I’d started out as a solo practitioner, I would have committed malpractice. Thankfully, however, all that issue-spotting had earned me a position at a law firm with the resources to provide me with intelligent supervision and strong on-the-job training.

Ten years on, I find that I do use the skills tested on those law school issue spotter exams. In particular, I can read the file on a new case, and use the analytical skills I honed in law school to analyze the issues in light of the law, do (or assign) research where needed, determine what additional facts I need to learn, and make recommendations to my colleagues or my clients. When we learn new facts, I can adjust our initial analysis as needed to account for the changes and to craft new strategy. Those are skills evolved from prepping for those convoluted issue spotter law school exams.

However, ten years into private practice, I don’t draw on my two months of intensive bar test prep to advise my clients or manage my work. I don’t rely on essay formulas to craft my briefs, and of course I have never encountered an MBE-style multiple choice question. But the thing is… PMBR and BAR/BRI worked. Test prep works. Test prep taught me to immerse myself in the logic of the test-makers, and how to effectively game the system to achieve my goal: a passing score. In the past ten years, I’ve occasionally encountered some pretty crappy lawyers, but they all have one thing in common: they passed the bar exam.

The fact that test prep works is what scares me as a public school parent, because as a parent I know that my child’s standardized test scores tell me virtually nothing about whether she’s actually mastered the academic skills she needs for a successful future.

My two months of bar test prep taught me that mass-produced bar prep can successfully raise scores: my MBE score skyrocketed when I left my inquisitiveness, curiosity, and thoughtfulness at the door, and instead immersed myself completely in the test-makers’ logic. I was willing to engage in two months of intensive test-prep because the stakes were so high: I could have lost my new job for failing the bar. Test prep was a means to an end, and it was an end I wanted (passing the bar so I could begin my career as a litigator at a large law firm), so I was willing to spend (my firm’s) money and my time on the commercial test prep courses. Thankfully, though, our (generally tenured) law school professors focused on preparing us for the practice of law, and not on preparing us for a soon-to-be-forgotten standardized test.

But what will my child gain from devoting 9 of her 13 years of public education to test prep? She might become a genius at immersing herself in the logic of the test makers, but will she learn to write purposefully and well? Will she learn to creatively attack a problem? Will she learn empathy and art appreciation and history and how to work as a member of a team? I fear that the answer is no, or at least not nearly as much as she would have if testing wasn’t driving curriculum.

Thankfully, my older child attends a school where the bulk of the teachers have tried hard to minimize the encroachment of test prep on the “real” curriculum, but even so, it seems to me that my 4th grader is bringing home fewer challenging projects that engage her as a learner. Tonight she complained that her teacher has been racing through math curriculum so that they’ll have “covered” all of the topics they need for the PARCC End of Year testing. Fortunately, my kindergartener attends a K-2 public school that is relatively insulated from the test-taking pressures. Her class is making daily observations of their tadpoles’ development. Tonight at dinner the little one flummoxed the older one by explaining the functions of the cerebrum, the cerebellum, and the pre-frontal cortex.

I am thrilled that our local district’s test-focused superintendent (with her district-wide quarterly assessments to determine whether our kids were on track to succeed on the statewide annual assessments) recently resigned, and her interim replacement is a career educator who seems interested in putting exactly as much focus on standardized test scores as they’re worth. But not all children are in a district where progressive education seems to be making a resurgence.

Test prep — defined as taking concrete steps to get children into the heads of the test-makers — works. It really does, even on a test that’s allegedly of critical thinking, such as the bar exam (and, presumably, the PARCC). So as the stakes continue to grow, teachers will understandably be more and more tempted to engage in intensive test-prep (although bills to change this are in progress, under current New Jersey law, this year’s PARCC scores are worth 10% of teachers’ evaluations, but next year’s scores will be 20% of teachers’ evaluations, and the year after that PARCC scores will be 30% of teachers’ evaluations). Even where the teachers are not tempted, their principals or superintendents or even New Jersey Education Commissioner David Hespe may put unbearable pressure on them to raise scores — and coerce parents to allow their children to test — by any means necessary. For instance, just today (now, technically, yesterday) in an interview with the Newark Star Ledger, David Hespe threatened

“We are going to do whatever is necessary to make sure that we have a comfort level moving forward that we are going to hit that 95 percent,” Hespe said. “This is not a no harm, no foul situation here.”

Under Hespe’s vision, public schools will become publicly-funded versions of BAR/BRI and PMBR courses, and a child-centered, holistic public education will become rarer and rarer. Parents will be threatened and coerced to let their children test or risk further state intervention and loss of funds for their local districts (which already experienced drastic cuts in state aid under the Christie administration). The privatization movement will rejoice, as public school parents with the means will opt-out completely by sending their children to private school. Fewer parents of privilege will be left to speak out, and public education will instead continue its march to the test-prep driven bottom as it serves a higher and higher percentage of students whose parents can’t offer them other options.

I’ve refused to allow my test-aged child to test, because I believe in public education. My children attend public school in Montclair, New Jersey because I know that all children do better when they attend high-quality, integrated public schools with children whose life experiences differ from their own. It’s that vision of diversity and equitable opportunity that I want for my children, and that I, for one, believe is critical to keeping the American dream alive. Yet state bureaucrat David Hespe threatens local districts — and tries to sow division — in integrated local districts like ours because so many of us Montclair parents from all walks of life have joined together to protest PARCC’s destructive effects.

As I watched our local schools narrow curriculum and move toward a test-prep focus for two years under the reins of our test-driven (now former) superintendent, I toyed with the idea of pulling my kids out of their integrated public schools and sending them to private school (knowing that doing this would have required us to sell our house in our beloved neighborhood), but doing so would be a defeat. Instead, I elected to fight for our public schools by writing, speaking, and ultimately refusing to allow my child to take the PARCC tests. I will continue to do so.

The scary thing is: test prep works. That’s why it’s so tempting to teachers, principals, and school district officials whose careers are on the line. And that’s why we parents are the last line of defense. David Hespe might want to, but no one can fire us. That’s why we parents must stand firm against pressure such as that exerted today by David Hespe. It is up to We The Parents to ensure that our nation’s public schools in all neighborhoods remain — or become — more than test-prep factories. Our kids deserve no less.

The last time David Hespe threatened us public school parents, it backfired on him. In fact, I, for one, give him (through his October 30, 2014 memo threatening sanctions for opting out) credit for single-handedly sparking New Jersey’s until then minuscule PARCC refusal movement. Now, instead of learning from his mistake, David Hespe has doubled-down on his punitive approach to public education. Today, Hespe announced his strategy of trying to ensure public school parent capitulation to PARCC by threatening to further interfere in our local school districts and perhaps even withhold state funding.

One would almost be tempted to think that Hespe has bought into (or been bought by) the immersive logic of the test-makers. Hespe’s reasoning skills might get him a passing score on a standardized test, but reasoning his reasoning will get him nowhere in the court of public opinion. We New Jerseyeans are contrarian by nature. David Hespe, please take note: threats to inflict collective punishment on entire communities because New Jersey parents have refused the PARCC tests as an act of conscience and courage are far more likely to infuriate than subdue us. We New Jersey taxpayers — and our kids — deserve a state education policy maker with real world — and not test prep — reasoning skills. I don’t need to wait five months for his score: Hespe failed the test.

Guest Voices: Dr. Colleen Daly Martinez

The letter below is by Dr. Colleen Daly Martinez. Dr. Martinez holds a Ph.D in Social Work from Rutgers University. I first encountered her as a fellow local education advocate working to support our public schools; in the months since, we have become friends. She wrote this letter to Senator Teresa Ruiz, Chair of the New Jersey Senate’s Education Committee, and copied it to the members of the Senate Education Committee along with other local, state, and federal lawmakers, as noted below.

One Clarification: It is true that a third-grade theater class’s production was originally canceled due to PARCC.  See this excerpt from an email to parents of the affected children regarding this decision:

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However, due to the efforts of parents to alert the administration that the decision to cancel was unacceptable, our responsive PTA and administration were able to work together to ensure that the third-grade theater class’s short play was rescheduled.  See below:

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Thank you to Georgette Gilmore for pointing out via Twitter that this needed to be clarified.  The original letter as sent by Dr. Martinez to Senator Ruiz, et al. remains below.

 

March 15, 2015

Dear Senator Ruiz, and Senate Education Committee Members,

I have written to you before to express my concern about education reform and its impact on our NJ public schools, but I feel compelled to reach out again after listening to Education Commissioner Hespe’s testimony to you on Thursday, March 12.

I will start by telling you about who I am, so that you understand my perspective and experience. I’ll then share with you my observations of the impact of education reform, and then close with some recommendations and requests. I am happy to meet with you at any time and venue to further this discussion, and I appreciate your time, service, and representation.

I am a NJ Licensed Clinical Social Worker and I hold a PhD in Social Work which I earned at Rutgers University. I have more than 20 years of clinical social work experience with children and their families. I have worked with upper and middle class families, as well as with very poor urban and rural families in four counties across Northern New Jersey. I teach Master’s Degree students at a Research I University, and I maintain a private practice where I provide consultation and supervision to mental health professionals. I also provide related services to special education students in a poor urban school district.

Working in classrooms on a regular basis, I see very clear signs that education reform is already harming our most vulnerable students. First, the Common Core State Standards set goals and timeframes for when children should achieve certain academic goals, and place responsibility on the classroom teacher for student achievement of these goals. Consider a first grade standard: “CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.” In some first grade classrooms we have children with developmental and medical challenges and communication and learning disabilities. Some special education students in first grade are nonverbal, literally unable to speak their own names. Some are visually impaired and learning to use assistive devices to safely navigate their expanding world. Others have serious emotional and behavioral challenges which require the intervention and support of mental health professionals and behaviorists. However, the Common Core standards and new teacher evaluation requirements demand that teachers, regardless of who their students are and what challenges they bring with them, prioritize the standards. Whether a first grade teacher has a group of 25 well fed, well rested students with no significant learning challenges, or a teacher has a group of 30 students, all poor, some hungry, and some with serious behavioral or learning challenges, they must both be working on this goal for their students: “Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text type.” Not only must both teachers be working toward this goal with their students, but their job performance evaluations will be based upon how well their students demonstrate mastery of this goal on the PARCC test. I hope that you can see why this system of ‘accountability’ is unjust.
To make the assumption that children throughout the country, or even throughout New Jersey or Essex County, have the same educational opportunities, despite who they are and where they live, is absolutely false. What I have witnessed for the past four years is that what is now being referred to as “educational reform” is systematically causing harm to those who are most in need and most vulnerable. Many reformers say that a major problem with our educational system is that we don’t expect enough of poor children, or children with disabilities, and therefore these students underperform. Reformers’ rationale is that if we raise standards, and expect more from underperforming students, they will rise to the challenge. This assertion is missing a vital piece, however. The piece that is missing is WHY these students are underperforming. Researchers consistently find that having learning disabilities and living in poverty places more challenges on these children in their pursuit of academic achievement. What would be beneficial to helping these students achieve would be to provide resources where they are needed such as into specialized training for educators and special educators regarding working with students with disabilities; into school buildings to decrease class size; and into medical and social services to address some of the challenges that our students in poverty face. Raising academic standards when students already have challenges performing is similar to telling a wheelchair user that we are going to take away ramps and elevators, because they will be better off without them. This idea makes no sense. Reformers would have us think that children with very real challenges can somehow do better academically if we only believe that it is possible. This idea also makes no sense, in the absence of resources to help them achieve.

Parents are now seeing that their children’s needs for remediation, review, reteaching, and focusing on foundational skills are being ignored because of the pressure to keep up with the standards. Teachers, whether in middle class districts with a classroom of regular education students, or in special education classrooms in poor districts, are accountable for variables that are out of their control. With the addition of PARCC testing as another measure of accountability for teachers and schools, developmentally delayed children are spending more time on computers than they are on social skills or on fine and gross motor skills. They thereby miss out on important developmental support which would eventually lead to healthier, well-balanced individuals. Reformers would say that the enhanced pressure on teachers is good for academic achievement. People who understand what is happening on the individual, classroom, building, and district level see that genuine, meaningful learning is being replaced by PARCC preparation. But this is true only in the poorest buildings and districts. More diverse, middle class, and upper middle class schools are largely spared because statistically and historically their students tend to do better on standardized tests. Subsequently, the ‘haves’ receive education to improve their lives, while the ‘have nots’ receive training to improve their PARCC scores. Over the long term, if these systems of holding teachers accountable for social inequity and student’s learning disabilities remain in place, I think we should expect a trend of highly-qualified and experienced teachers moving away from working in poor districts and away from special education. This, of course, will only cause more harm to students who are most in need.

Commissioner Hespe would have us believe that PARCC results will be a learning tool. Instruction and remediation will be targeted to address specific areas where students are underperforming so that we can ensure that they are on the course toward being college and career ready. The problem with that justification for PARCC is that educators and administrators can already identify which students are in need of remediation. Class grades and GPA are indicators that are already readily available. Teachers, administrators and parents are excellent reporters of where students are falling behind and even failing. They can also be excellent reporters of where remediation is needed. However, remediation often cannot be provided because there aren’t sufficient resources to do so. Rather than spend huge amounts of money verifying what we already know, why not spend our resources meeting the needs of students and schools? The answer to that question is rather grim. Why do we put all of these tax dollars into an experimental assessment tool? Because there is tremendous opportunity to direct taxpayer dollars into the wallets of education reform companies. As Commissioner Hespe pointed out, it is impossible to compute the actual amount of dollars spent by each district on PARCC preparation, but we do know that NJ’s contract with Pearson alone is worth more than one hundred million dollars. Many informed educators postulate that when PARCC results do come back, Pearson will be ready to sell our districts remedial products.

I want to further illustrate how some students are suffering more than others under these reform efforts. The students I work with in their school setting, some of whom have just turned three years old, are often English language learners. Most are eligible for free lunch. Their parents often are not able to read school notices that are sent home in English, and their parents often work more than one job to support their families. They usually do not have their own cars. Because of their parents’ work schedules, these students are often at school for before school care and after school care. Their school facilities often lack developmentally appropriate, safe recreation equipment. Therefore, some three year old children spend more than 9 hours a day at school, with little to no opportunity to run, tumble and climb. Optimistically assuming that these youngsters get the recommended 12 hours of sleep at night, their schedule might allow for three waking hours with their parents each day. I have no doubt that many of these families find it hard to provide enriching activities for their children’s growth and development during these three hours, and during whatever time they are not working on weekends.

The school experiences of middle class children are often strikingly different. I’ll use my daughter as an example. Because her father and I have the benefit of relatively good jobs, our schedules allow for a parent to be home with her when she is not at school. Each morning I bring her to school at 9, and I pick her up again at 3:30. She has hours of time to do homework, play, and enjoy our company every evening. She has always lived in the same home, and has never had to go hungry, or worry about her own safety. She is lucky, in that her basic needs are met; that we have the time and resources to provide her with additional support at home to help her achieve the academic goals set forth in the Common Core standards; and that we can provide her with enriching activities to help her to be a happy, well-rounded person.

Even with all of the benefits of her relatively comfortable life, her school experience has been stressful. Starting in kindergarten fours year ago, my daughter’s public school career has always been shaped by the Common Core standards. Despite being a typically developing child with no health or behavioral issues, she was flagged in kindergarten because she was not progressing adequately toward reading. For three years — until this school year — she was considered ‘below grade level’ in her reading ability. Thankfully, my husband and I are well-informed about child development and education, as well as about educational systems in other countries. We did not focus on her perceived ‘delay’ because we were aware that in many high-performing countries children are not even expected to begin developing reading skills until they are seven. We were also familiar with the research that points to the potential harm caused by pushing children to develop reading skills before they are developmentally ready. This harm includes feelings of inadequacy and an aversion to reading. I consider our daughter lucky that we have been able to spare her from the potential harm of the Common Core standards.

The issue of resources is a primary reason why I am an advocate for our public schools and against PARCC. During this school year I have seen many schools, classrooms, and children suffer because of flawed use of resources. In a school in an urban district, a bathroom has caution tape up, surrounding a broken sink and loose floor tiles. The principal does not have the funds to have the bathroom fixed, and is dismayed because she was forced to spend $25,000 of her budget on Chrome Books in preparation for PARCC. In another school the teachers bring in their own bottles of hand soap for their students’ use, and there are no balls, jump ropes, chalk or other play materials in the parking lot (where children play because the gymnasium is also the cafeteria). Yet carts of laptops sit under lock and key in preparation for PARCC testing. In my daughter’s school, theater productions are canceled, the library is closed for weeks on end, and substitute teachers are covering classes while teachers are proctoring the PARCC test. Unfunded state mandates have forced our schools to stop spending on what is needed, so they can meet the demands of the state. Our Montclair 2015-2016 budget proposal currently calls for increasing taxes, cutting more than 50 classroom level staff, and adding more spending for technology. This makes no sense!

Commissioner Hespe testified to you that it would not be possible to compute the amount of money that districts have spent in preparing for PARCC. To me, that is quite concerning, but I believe that the worst waste of resources is the time that our students and teachers are spending in school this year NOT learning. My daughter’s class spent nine sessions this school year in the computer lab, learning how to use Pearson’s PARCC tools. They have taken numerous practice tests, not for the students’ benefit, but to check that the school’s internet and computer capacity could handle the actual PARCC administration. They have had countless days of being in class with substitute teachers who do not instruct, but simply supervise the students while their regular teachers have training to administer PARCC. The teachers have not been able to attend enriching and inspiring continuing education workshops because their professional development hours have been spent on PARCC preparation.

Many educators would say, if asked, that the time and money that has been spent thus far on preparation for the PARCC test could absolutely have been put to better use addressing student needs that they were already aware of. Unfortunately, Commissioner Hespe and others that believe in this education reform movement would have you believe that educators have a problem with PARCC testing because they actually have a problem with accountability. Many test advocates say that teachers don’t like the test because it will show that their teaching is ineffective, and that PARCC puts pressure on teachers to perform given that PARCC scores will be tied to teachers’ performance evaluations. Advocates for public education, including educators and others who are familiar with educational research and practice say that it is unfair to hold teachers accountable for the reasons that students perform poorly since many of these include learning disabilities, poverty, and other issues that are beyond individual teachers’ control. If we truly want to improve academic outcomes, we need to put resources and accountability in the right places, and not into tools that will just continue to measure and accentuate the achievement gap.

My biggest concern is about the long term impact on public education for poor children and children with special needs. Education reform executives, politicians, and education policy makers often send their children to private schools, where Common Core standards and high stakes testing are not used. Children who attend such private schools will continue to have the enriching educational experiences that they can afford. Our less privileged and more vulnerable students however, will suffer. Since PARCC’s focus is only on English language arts and math, and resources are scarce, many schools are cutting recreation, sports, science, music, drama, second language, and fine arts offerings. Students who struggle academically often find that these activities are the ones that make school fun, inspiring, and something to look forward to. We should also remember that not everyone is meant to be a business executive or a mathematician. As a society, we need people who are creative, inspired, out-of-the-box thinkers. By degrading the quality of our public schools and not offering equal opportunity for disadvantaged people, we will only enhance the achievement gap.

Commissioner Hespe seemed determined to convince you in his testimony last week that the groundswell of opposition to PARCC is due to parents being uninformed. Please know that we parents are also professionals. We are business owners, corporate managers, teachers, artists, librarians, social workers, medical professionals, researchers, statisticians, and lawyers — as well as parents. We work our full-time jobs, care for our families, and have taken on our part-time roles as well informed social activists because we feel that our voices continue to be ignored and dismissed by those we have elected. Please allow our voices to be just as powerful as those alleging that they speak for us.

As members of the Senate Education Committee, I know that you have our students’ and taxpayers’ best interests in mind. In addition to reading my letter, which I am so grateful that you have done, I am asking for your support. Please make a conscious effort to protect our public schools. Please make efforts to halt and roll back unfunded state mandates, including standards and expectations that set special needs students up to fail as well as the mandates that link test scores to teacher evaluations. Please make efforts to stop holding teachers accountable for variables that are not under their control. Please ensure that we, as parents, maintain our right to refuse participation in standardized testing for our children. Please work toward returning local control of schools to those taxpayers who are most invested in their success. Please do not allow the interests of corporate education reformers to be more important than the needs of our children. Please listen to parents, educators and administrators. Please put our public school students’ needs first.

Again, I am thankful for the time that you have given to hear my concerns. Please do not hesitate to contact me at any time to continue this conversation.

Respectfully,

Dr. Colleen Daly Martinez

Copy:
Administrators, Hillside Elementary School
Members, Montclair Board of Education
Montclair Mayor Robert Jackson
Senator Steve Sweeney
Senator Cory Booker
Senator Robert Menendez
Assemblyman Patrick Diegnan
Congressman Donald Payne
Members, Study Commission on the Use of Student Assessments in New Jersey
Governor Chris Christie

Pearson’s Yellow Brick Road

I have never been happier that we refused to allow my fourth grader to take the PARCC. Yesterday, I asked her what she’s heard at school about the PARCC tests her peers have been taking. Although she has never sat for a PARCC test herself, she was able to tell me that some of the 4th grade PARCC reading passages were from the Wizard of Oz (apparently one passage was about the Emerald City, and another told the story of the Tin Man). So in theory, if your child has not yet sat for the 4th grade PARCC, you could embark on a Frank Baum marathon this weekend to give your child a leg up on his or her upcoming PARCC test.

This is one of the many logistics issues that has never made sense to me about the PARCC test security protocol: especially in the age of social media, how could the state departments of education and Pearson possibly have expected their testing materials to remain secret when one 4th grader might take the test as early as March 2nd, but that child’s cousin in another district might not be scheduled to take the same test until March 20th?

Well, now we know. As you have probably heard, yesterday afternoon blogger (and former Star Ledger education reporter) Bob Braun reported that Pearson is monitoring children’s social media accounts to look for Tweets and other social media posts that allegedly compromise the security of its PARCC tests. Here in New Jersey, at least, when Pearson finds what it believes to be test-security infractions, it then tracks down those students’ personal data to figure out what schools they attend. Then Pearson reports the alleged infractions to the New Jersey Department of Education (“NJDOE”). As of yet, we parents have no idea if the NJDOE stores the report of this alleged infraction in its NJSMART database. What we do know is that the NJDOE has been notifying individual districts’ test coordinators of their students’ alleged infractions. Furthermore, we know that NJDOE has requested that the individual districts punish students for writing about test questions on social media.

Today, Valerie Strauss of The Washington Post (yes, the same Valerie Strauss who graciously publishes many of the pieces I’ve written for this blog) confirmed the story, and obtained additional information from both the Watchung Hills Regional High School superintendent who expressed her concerns about the practice in the email published on Braun’s blog and from a Pearson spokesperson.

So what does it all mean? Pearson thinks its monitoring (like Peter Greene, I think that Braun’s term, “spying,” misses the mark, as there is no expectation of privacy when you post a Tweet, at least) is hunky-dory:

The security of a test is critical to ensure fairness for all students and teachers and to ensure that the results of any assessment are trustworthy and valid.

We welcome debate and a variety of opinions. But when test questions or elements are posted publicly to the Internet, we are obligated to alert PARCC states. Any contact with students or decisions about student discipline are handled at the local level.

We believe that a secure test maintains fairness for every student and the validity, integrity of the test results.

I think that Pearson, however, has missed the mark. First of all, what, exactly, is an “element” of a test question? Are the Pearson Police going to be at my doorstep tomorrow because I mentioned that I heard from my kid (who herself has not and will not sit for the test) that the 4th grade PARCC includes excerpts from Frank Baum’s work? And if I can’t — as I can’t — be held accountable for posting the tip above, why is it okay for Pearson, through its patsy, the NJDOE, to seek to impose disciplinary action against students who allegedly shared “test elements” (although not, according to the student’s superintendent, a tweet containing a photograph of the test itself)?

Second, what does it mean for a test to be “secure”? Does Pearson really think that kids are not talking about these tests among themselves? Does Pearson really think it can bind our kids to secrecy? The last time I checked, our kids were minors — and therefore they, unlike their teachers, cannot be bound to a non-disclosure agreement even if it could be argued that our kids receive consideration in connection with these tests (and, my lawyer friends, even if there was consideration and such a contract could bind a minor, it sounds awfully like a contract of adhesion, anyway…). Along those lines: are our kids being instructed to keep the test materials secret? As a practical matter, it strikes me as pathologically naive to think that such instructions to kids could actually work.

But more importantly, as a parent, I vehemently object to adults in our schools instructing children to keep secrets from their parents. In this day and age, we parents work hard to make sure that our kids know that they can talk to us about anything — and that openness is how we parents try to thwart possible predators and bullies, because we know that predators and bullies use children’s shame and fear to hide their abuse of children. Indeed, the American Academy of Pediatrics recommends:

Teach children early and often that there are no secrets between children and their parents, and that they should feel comfortable talking with their parent about anything — good or bad, fun or sad, easy or difficult.

So if you think I’m mad about these tests now, Education Commissioner Hespe and Pearson’s Brandon Pinette, I better not hear that our schools are sending our children mixed messages by telling kids to be open with parents  and trusted adults — except when it comes to testing.

Third, what sort of people has Pearson hired to track children’s social media presences, and what steps has Pearson taken to ensure that its employees are properly vetted before it directs them to obtain personally identifiable information about our kids? Have Pearson’s employees been required to submit to background checks? It seems an odd person who would choose to make his or her living by delving into individual children’s social media use to the extent that the person can figure out the school the child attends. How are those people vetted? What steps has Pearson taken to safeguard our children? And should a private company, which is not subject to public oversight through OPRA, really be tasked with obtaining this sort of information regarding our children?

Finally, what does it mean that the NJDOE (and also, apparently, other state education departments, such as the Maryland equivalent) has so cavalierly agreed to a scheme that encourages a for-profit corporation to hire adults to monitor children’s social media for supposed test security breaches? The twitter hashtags that have sprung up in response to this scandal seem largely on point:

#Pearsoniswatching
#PeepingPearson
#PearsonisBigBrother
#Pearson1984

Yes, it doesn’t shock me that Pearson, a for-profit corporation, is scanning our children’s social media, but it’s  disturbing that Pearson is reporting the results of its social media monitoring of children to government agencies (presumably in return for the $108 million that NJDOE is paying Pearson to administer these tests). In particular, Pearson is reporting kids’ alleged test-security infractions to a government agency — the NJDOE — that maintains a database with a personal identification number for each and every public school student in New Jersey. Assuming for the sake of argument that our children are somehow precluded from freely sharing — either in conversation or via social media — the reading passages and questions asked of them on the PARCC, are we parents really okay with the NJDOE possibly noting our children’s poor judgment on their records of our children’s academic careers? I have no idea if NJDOE is tracking this information or not, of course — but then again, until yesterday I didn’t know that NJDOE was regularly receiving reports from Pearson about New Jersey children’s social media use either.

It’s been a long time since I read Orwell’s 1984, but it really does feel like Pearson and the NJDOE expect parents to be okay with such corporate and government intrusion into their children’s lives. Maybe my opposition to this level of Orwellian intrusion is naive, but I, for one, find this level of intrusion into our children’s lives downright creepy. And I think that the New Jersey Department of Education officials who condoned this without full advance disclosure to the public should be summarily fired. David Hespe, that means you.

Parents, if, until now, you’ve let your kids take these tests, remember: you can still choose to refuse.

Millburn Graduate Takes On Millburn Superintendent’s Logic

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 Arguments

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.

Thank you.

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.

Parting Thoughts

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.

 

BOE Passes PARCC Refusal Policy

Here is more or less what I said to the Montclair Board of Education tonight (they actually changed the agenda so I ended up commenting before the policy was voted on, but you get the gist and yes, the policy passed, 6-0).

I just want to take a brief moment to thank you for passing the PARCC
refusal policy. You are volunteers for a difficult job, and I don’t
envy you. So, now that we have a growing refusal movement here in
Montclair, let’s talk about what can be.

I know what you have to do. I’ve read statutes, regulations, and your
ethics code. You’re often stuck, because you’re required to implement
state and federal law. I have no quibbles with that.

But implementing state and federal law doesn’t require you to remain
silent when those laws are counterproductive. You can implement AND
speak out. Just look at Acting Superintendent Jim O’Neill in
Livingston. Look at BOE President Dan Anderson in Bloomfield. Look at
Superintendent Carol Grossi in Hanover Park.

You’ve got options. For instance, instead of a strategic plan that
requires us to test our kids four times a year to see if they’re ready
for a fifth test, you could ensure accountability with a system where
teachers and students to work together to build portfolios demonstrating
kids’ growth toward achieving our community’s high standards. I admit
— portfolios can’t be easily converted to numbers on a bar graph, to
quantitative analyses of our kids’ qualitative successes. But numbers
aren’t everything. And portfolios are proof of whether our schools are
doing their jobs.

We had a portfolio program where I taught, and the New York Performance
Assessment Consortium uses portfolios instead of testing today. There
are other options. Other visions.

Where I taught, our seniors presented capstone projects to panels of
evaluators. One senior presentation I attended was by a young man who’d
never read a whole novel when he entered my junior English class. But
that year he discovered a love of literature. His senior project was a
prizewinning independent study of Shakespeare’s Hamlet. After the
awards ceremony, this kid told me that this was the first time his
father had ever said, “Son, I’m proud of you.”

So I stand here today to ask: can’t we advocate for better laws for you
to implement?

Can’t we encourage broad-based community engagement toward finding
better ways to assess our kids’ growth?

Can’t we publicly build consensus about our vision for our kids, and
reject the views of those who regard public comment as something to be
endured, rather than as a cornerstone of our democracy?

Thank you again for passing the PARCC refusal policy. It’s a step in the
right direction. But let’s make this a first step toward a better
vision. Thank you.

Our Kids Need to Keep Moving, Not Be Stuck in PARCC

With her permission, I'm sharing Tova Felder's testimony from the public hearing before the Governor's Commission on the PARCC. I know Tova because she teaches in the religious school my kids attend, and from all accounts, she is a gifted teacher of children. My 6 year old is in awe of Tova because of her pink hair. I am in awe of how beautifully and effectively she was able to get her points across — I only wish I'd had the opportunity to see her testify in person. Like Tova, I'm in this fight because I don't want our kids stuck in PARCC; I, too, want them to keep moving.

Good evening. My name is Tova Felder. I am a former elementary school teacher in the Westfield Public School District, a current religious school teacher in Bloomfield, and the mommy of one fabulous, twice-gifted ten year old in Clifton. I am speaking to you with all of my hats on, because they all matter.

Commissioner Hespe, you and I share a bit of history. I came up through the Willingboro school system, kindergarten through high school. I was part of the last graduating class of John F. Kennedy High School. I'm still friends with many of my classmates.

I received my Master's Degree in Early Childhood Education from Boston College in 1997, my heart set on working with children and sharing with them the spark of joy for learning that I myself had. For ten years I did just that.

In Boston, our kindergarten science curriculum was very flexible, so when we studied earthworms, I brought in a bunch and we examined them up close (but didn't hurt them) and we watched how they responded to light and dark. The kids took notes in their developmentally appropriate invented spelling, drew pictures, and asked questions that were in their heads, not in a textbook or on a white board prompt.

Despite a fairly INflexible language arts curriculum in Westfield, since there was no such thing as a pacing chart, I still had lots of room to improvise. My third grade class wrote several letters to the company that published our literature series one year. They'd found grammatical errors in the textbook, you see, so I used it as a jumping off point for teaching formal letter writing. Later, they used that new skill to write to a favorite author. We were so excited when he wrote back!

I taught my students the song “Free To Be” and we had many discussions about the importance of being who you are…not who or what others think you should be. We sang that song every week and proudly wore our tie-dyed t-shirts, which were a first day of school project, every Friday. A few of those kids are now young adults in the arts and are friends with me on Facebook. (Hi Emily, Brian, and Julian!)

Here's where I say: “Evaluate THAT.”

I resigned from my tenured public school position when my son was born and I realized the impossibility of being the kind of mommy I wanted to be and the kind of teacher I needed to be. Watching my son move through kindergarten and the lower grades, I have become distraught by what has become of public education, what enthusiastic educators are now up against.

I understand that Commissioner Hespe would like input from us about what we should do to address this societal problem where half of the students are graduating without the skills and knowledge they need. That's easy: fix poverty. The millions going to Pearson and Google would make a nice start, I think. That would mean that all of these special interest groups, like the PTA, would have to stop taking money from Bill Gates…but you really want to address the problem of educational inequality, right?

I read through your Interim Report, dated December 31, 2014. Thank you for making it available to the public.

The one thing that leapt out at me, over and over, was the language used in it. It does not read like a manifesto of Looking Out for Our Children. It reads like a business proposal. And while that surprises me not a bit, it does cause my heart to sink and my skin to crawl. My child is not a cog in the Big Machine. My child is not a product, as Dana Egrecsky called them in her interview on NJ101.5. My child's life is about so much more than preparing to fill a seat in a college classroom or a vacancy in one of your companies. In fact, neither of those eventualities was on our minds at ALL when we decided to have a baby.

The thing that struck me the hardest in that long report was the cold detachment from any real humanity.

Somewhere along the way, you have all lost sight of what childhood is supposed to be; what education is supposed to be.

Children are wonderers. They are dreamers and innovators. It's in the DNA. They're born that way. A good education nurtures and encourages that. It speaks to their innate curiosities and leads them down paths of investigation and inquiry.

The classrooms of today are more like boot camp. The teachers are practically given scripts to follow and rigid pacing schedules to ensure that everyone in the country is on page 43 at the same time. That is the opposite of the personalized education we have been promised. It reminds me unpleasantly of Pink Floyd's Another Brick In the Wall, where the children all look the same, march in place, going nowhere, and are not allowed to think for themselves.

That can't possibly be your idea of an outstanding education. I know it isn't our governor's. His kids go to private school.

We don't need PARCC or a battery of any other standardized tests to tell us if our kids are college and career ready. My son is ten. I can tell you with 100% certainty that he is not ready. Neither are his friends. They are ice cream ready, engaging-literature ready, playing make-believe at recess ready.

Commissioner Hespe, members of the Committee, I don't want my child to PARCC. I want him, and every other child, to keep moving.

 

 

It’s a Matter of Trust – My Testimony to the Governor’s PARCC Study Commission

Today, I joined a group of about 40 amazing parents, teachers, school board members (although all of them gave the caveat that they were testifying in their personal capacities) and even an amazing Superintendent to testify publicly before Governor Christie’s PARCC and Assessment Task Force. Every single person who testified did a terrific job, and I’ll note that at this public hearing, not a single member of the public spoke in favor of the PARCC test. I’ll see if I can do a better write up later about the meeting. But in the meantime, here’s a link to a video of me testifying.

And here is the text of what I said (I’m starting to feel like something of a broken record):

My name is Sarah Blaine. I’m an attorney and the mother of two daughters, ages 6 and 10, both of whom attend public schools in Montclair. I’ve been practicing law for almost a decade now, but before I went to law school, I earned a master of arts in teaching degree and taught high school English for a couple of years in rural Maine. Over the past year, as I saw the changes in my older daughter’s curriculum, I began looking into the Common Core State Standards, and the effects they were having on our kids’ schools. As part of that inquiry, I also began looking at the new tests to measure our kids’ achievement, the PARCC tests created by the Partnership for Assessment of Readiness for College and Career. The more I learned, the more concerned I grew. I began writing about my concerns on a personal blog, parentingthecore.com, and quite a few of my pieces – including one this morning – have been picked up by The Washington Post’s Answer Sheet blog.

I stand here today to tell you that the PARCC tests are not going to improve education or help our students.

It’s all really a matter of trust. That’s what a lot of our debate about PARCC and Common Core boils down to: trust – and, where opinions and plans for public education diverge, who we, as parents, can trust to have our kids’ best interests at heart. Do we trust our children’s teachers and principals: the people we can hold accountable on a personal level – by looking them in the eyes and raising our concerns – and on a policy level, by publicly bringing any concerns we may have to a democratically constituted school boards who are elected solely to deal with education issues? Or do we trust state and federal bureaucrats and elected officials who are accountable to a broad swath of voters for far more than just education policy, and therefore, as a practical matter, outsource a great deal of their education policy setting to private corporations, such as Pearson, which sells curricula and designs tests, all to benefit its own bottom line?

In an ideal world, we could trust both, but unfortunately, our world is far from ideal. I, for one, start out more skeptical of the for-profit corporation than of our local teachers, principals, and school boards.

I was recently engaged in a discussion about the Common Core and the PARCC with a parent who is a strong proponent of the Common Core and the PARCC. He shared a little bit of his story, which illuminated the trust issue for me. In short, his oldest child began his education at a private school. The parents eventually learned that their child was lagging far behind his peers in the public schools, and moved the child to our public schools. But because those parents’ trust was broken early on by that private school experience, they’ve become huge proponents of testing to ensure that they receive up-to-date information regarding their children’s progress.

I hear and can relate to those concerns, although I find it ironic that it was a private school’s failure that triggered them.

My take, however, is different. As a parent, I start the school year each year trusting my kids’ teachers. Now, that doesn’t mean that such trust can’t be eroded over the course of an academic year. But over the years, in preschool and then in our public schools, of the 15 classroom teachers my kids have had, I’ve come across exactly one teacher who broke that trust. That’s not perfect, but those are still pretty good odds. So I’m willing to trust our schools and our teachers with our kids, and to trust that they have our kids’ best interests at heart. If I find that my trust is misplaced, I’m confident that I can go up our chain of command, and ultimately publicly air my concerns at a Board of Education meeting.

What those parents I told you about, whose trust in schools was broken by a bad private school experience, have effectively done is to substitute trust in their children’s teachers for trust in a test, under the mistaken belief that a test will ensure real accountability. And perhaps in a world where the tests are trustworthy, there’s no harm in trusting tests. But unfortunately, given the amount of time and energy I’ve spent inquiring into the PARCC tests, I think those parents are going to discover that their trust in the PARCC is at least as misplaced as their earlier trust in their child’s private school.

The PARCC consortium recently published its sample “Performance Based Assessments,” which New Jersey’s public school kids will be attempting starting just over a month from now. I have a fourth grader, so I took a quick look at the fourth grade math PBA this morning. Here’s a sample question:

Jian’s family sells honey from beehives. They collected 3,311 ounces of honey from the beehives this season. They will use the honey to completely fill 4-ounce jars or 6-ounce jars.

Jian’s family will sell 4-ounce jars for $5 each or $6-ounce jars for $8 each.

Jian says if they use only 4-ounce jars, they could make $4,140 because 3,311 divided by 4 = 827 R 3. That rounds up to 828, and 828 multiplied by $5 is $4,140.

Part A

Explain the error that Jian made when finding the amount of money his family could make if they use only 4-ounce jars.

Enter your explanation in the space provided.

Take a moment. Can you tell me the error?

Here’s the error: Jian’s math was correct, but his reasoning was mistaken, because he rounded up to 828 instead of down to 827, when the 828th jar won’t be totally full, so he can’t sell it for $5. So since his family can only sell 827 full jars of honey, the answer should have been 827 jars x $5/jar = $4,135.

What is this question really testing? Is it, as the PARCC’s proponents would state, testing whether kids “really understand” remainders and have the “higher-order thinking” skills necessary to pick up on the “trick” in this question? Or is it, as is obvious to any parent, testing whether our 9 and 10 year olds are (a) picking up on the word “completely” and (b) testing whether our kids have the life and business savvy to make the connection – under the pressure of a high-stakes test – that in this one case, they should be ignoring the remainder, instead of rounding to the nearest whole number.

My concern is compounded by the emphasis that the fourth grade Common Core math standards – and the Pearson produced Envisions math curriculum purportedly aligned to those standards – places on estimating, rounding, and reasonableness. This is a copy of one of my daughter’s Envisions math workbooks. The flagged pages are all pages that ask the kids to rely on estimating, rounding, or reasonableness to arrive at their answers. It’s not every page, but as you can see, the emphasis on those skills, which I’m not denigrating, is heavy. Given that emphasis, not only is this a trick question, but the kids themselves are already primed to miss the trick by the emphasis their standards and curricula place on estimating, rounding, and reasonableness.

Trick – and other unfair – questions like this are endemic throughout the PARCC practice tests I’ve reviewed. The English Language Arts questions are even worse. It is unfair by any measure to ask 9 and 10 year olds to type thematic essays about a Maya Angelou poem and a Mathangi Subramanian story. In addition, the essay prompt itself is ambiguously worded: the prompt asks the kids to “Identify a theme in ‘Just Like Home’ and a theme in ‘Life Doesn’t Frighten Me.’ Write an essay that explains how the theme of the story is shown through the characters and how the theme of the poem is shown through the speaker.”

What’s unclear from the language of the essay prompt is whether the kids should be identifying one theme common to both the story and the poem, or whether the kids should be identifying separate themes for the story and the poem.

One trend I’m sure you’re aware of across the state is that many of our high schools have been eliminating midterms and finals to make room for PARCC. The ambiguity of the essay prompt – and unfair trick of the math question – illustrate why eliminating local, teacher-created tests, midterms, and finals in favor of standardized tests is a bad idea. All teachers make mistakes – both in inadvertently drafting ambiguous questions and incorrectly grading answers, but kids are savvy and can point those mistakes out to the teachers. That’s built-in accountability.

Pearson and PARCC, however, are accountable to no one. Our teachers won’t even be allowed to look at – much less discuss – the PARCC tests. They won’t see the kids’ results, or where they might have been tripped up by a trick. So there will be no one to tell us which questions were unfair, ambiguous, or otherwise problematic. That is, there’s no accountability for Pearson, and as I’ve discovered this year, there is no question that even the Pearson materials – be they PARCC practice tests or Envisions – that the public does have access to have plenty of mistakes.

If the stakes for these tests were low – and the time they sucked away from “real” teaching was minimal – then I doubt the outcry would be so intense. Instead, however, these are the tests that even this year, unproven as they are, will make up 10% of teachers’ evaluations, and they will continue to take on an increasingly central role in evaluating our teachers, schools, and children. Not surprisingly, for those kids who don’t make the cut, Pearson now controls the G.E.D. test.

I urge you to carefully review the PARCC sample tests yourselves, keeping in mind the age level of the students who are intended to take them. Please recommend to the Governor that we join the dozen or more other states, including, most recently, Mississippi, in rejecting the PARCC as a valid means of assessing our kids. New Jersey’s kids deserve better.

Our New Jersey teachers and principals are accountable to our local communities. Where individual districts have ongoing problems with ensuring educational equity, the state can step in through its Quality Review system to address those problems on a case-by-case basis. But the PARCC test is setting up a narrative that all of our schools are failing. After spending significant time reviewing what’s happening in our schools and what’s contained on a for-profit corporation’s PARCC tests, I, for one, am confident that the problem is with the test, and not with our kids, our teachers, or our schools.

Thank you.

Dear PARCC, Can We Talk?

This is the first in what I hope will be a series of regular contributions by guest bloggers on this site. This was written by Justin Escher Alpert, an attorney from Livingston, New Jersey. I’ve met Justin briefly a couple of times now, and I came across this piece in a Facebook group. I am sharing it here with his permission.

 

Dear Partnership for Assessment of Readiness for College and Careers (PARCC):

The reason that you failed… the reason that parents across the country are rising up and organizing against your standardized test… it is not a matter of a bad roll-out… it is not a matter of bad PR. The reason that you failed is philosophical… Your standards did not account for real-world innovation.

Let’s together take a look at an actual PARCC Sample Question from the Grade Three Mathematics Practice Test:

“A library has 126 books about trees.

Part A

The library has 48 fewer books about rivers than about trees.

Select from the drop-down menus to correctly complete the statement.

The number of books the library has about rivers is [Choose…\/] and the total number of books the
library has about trees and rivers is [Choose…\/].

Part B

Two students borrow books about trees. Each student borrows 8 books. How many books about trees remain in
the library?

Enter your answer in the box. [_____]”

Now, let’s leave aside the fact that the poorly-worded second question does not necessarily give the test-taker enough information to answer. We know that standardized test scores correlate to the wealth and education of the parents of the test-taker. The children of wealthy, educated parents are more likely to have actually set foot in a local public library with adequate resources. For an urban child whose family may not know the value of an education, this standardized test question might merely be a hypothetical. I actually went down to the Newark Public Library and looked around and started asking some questions. They have signs up apologizing to their patrons that they have not had a budget to purchase new books for the past several years. Perhaps we should set new standards for libraries and assist them to have robust and current book collections that serve the intellectual needs of their communities so that we do not reduce the concept of public libraries to be mere hypothetical questions… but I digress.

The Partnership for Assessment of Readiness for College and Careers has very narrowly defined excellence in a manner that corresponds to the wealth and education of the parents of the test-taker while we have missed our moral and constitutional obligations to adequately fund our urban public schools (and, apparently, our urban public libraries). With respect to the schools, private charter companies have stepped in and arbitraged the cost difference based on fulfilling this very narrow definition of excellence. PARCC has created a new set of “standards,” but there is little regard for real-world innovation.

To gain a better understanding of what happens when innovation is only recognized from the top down, one need look no further than the students in Newark who are setting new standards for active, civic engagement by traipsing up and down the Mid-Atlantic to draw attention to real world problems with schedules, courses, teachers, desks, and edible lunches. The answers to your hypothetical PARCC questions have seemingly become more important than creatively solving the real-world problems as they present themselves (whether in the public library system or in the public school system or otherwise).

When a child grows up in an educated and diverse community such as Livingston, New Jersey (with a warm, welcoming, and well-staffed modern library (with 51 non-fiction books about trees)), that child goes through a public school system that is accountable directly to the active and engaged parents in the community. The goal of the public school system is not to make our children “ready for college and careers.” We do not need a system to find the faults and shortcomings of our children. The goal of a public education is to create active and engaged members of the community. The goal is to create and empower citizens (like those brave kids in Newark) who can look at faults within systems and readily organize to correct them. The entire existence of PARCC Testing seemingly misses The Point.

When a graduate receives a diploma from the Board of Education of a town like Livingston, New Jersey, that young adult will know her strengths and interests having been broadly exposed to this world, and will have the backing and respect of the community to make her voice heard. Your PARCC addition and subtraction problems about hypothetical library books is important, in your judgment. What if we felt that third-grade calculus were more important and we taught it during a model rocketry class? Or what if an impassioned and empowered physical education teacher felt that third-grade statistics were important and taught it through a rigorous spring Sabermetrics program where kids kept close track of their kickball stats? Or what if we felt that third-grade geometry were more important and we taught the Fibonacci sequence through a rigorous design and history program? By the way, it doesn’t take wealth to do any of this creative instruction. You can teach the mathematics of sound waves with two tin cans and a piece of string and really get kids excited about the process. Where does innovation come from? If the parents of the children who meet and exceed the PARCC standards wanted to change the PARCC test questions, could we? What if we wanted to switch from a testing-based model of education standards to an experience-based model? To whom would we need to speak? Is there a form we could fill out? The options are limitless, but impassioned and empowered professional educators are distracted because they have to return focus to YOUR standards, as limited by YOUR OWN imagination, on an absolutely brain-numbing computerized test that misses everything that was important about the student-teacher relationship.

You had a valiant effort, PARCC. We don’t fault you for trying (there was a lot of money to be made). You know… you don’t have to disband. We could redirect your efforts. We could take your standardized questions, perhaps, and turn them into a series of suggested lesson plans. Maybe if we focused our efforts on a third-grade class in Newark and a third-grade class in Livingston together taking a field trip to a modern regional public library and learning first-hand how to find out how many books there are about trees and rivers, we could then incorporate the relevant math lesson with regard to borrowing books about trees, and there would be a greater likelihood of what we were testing for actually having been learned due to the real-world context. And then we could disregard the standardized test. To demonstrate that innovation can come from any person at any point, perhaps if we actually help those kids in Newark with their real-world problems with schedules, courses, desks, edible lunches… and if we gave them impassioned and empowered teachers backed by a strong system of social services… and yes, maybe even stocked their local public libraries with 126 real books about trees… we might free them to help us determine the answers to new, more robust real-world questions, like, say:

Question 1:

What should be the ratio of (i) the number of in-state higher education freshman seats to (ii) the number of in-state high school graduating seniors?

Enter your answer in the box. [_____]

or…

Question 2:

If a state is interested in investing in itself, what should be its financial commitment to higher education tuition support?

Enter your answer in the box. [_____]

Perhaps, rather than PARCC assessing whether OUR children are “ready for college and careers,” you might help us set new standards for “colleges and careers” so that “colleges and careers” are actually ready for our (if I do say so myself) brilliant (but flawed… every last one of them… each in their own unique but lovable way) children when they graduate. Perhaps every job working for a major corporation or an institution of higher education should be available as a full-time position that pays a real living wage, because that would be important. Maybe, because we want our children to grow up to be responsible and engaged participants of their communities, we could limit those jobs to 40-hour work weeks so that those job holders are actually free at the end of the day to be responsible and engaged participants in their communities. Could you help us set new standards like that?

When a child grows up in an educated and diverse community such as Livingston, New Jersey, that child is given the safe, judgment-free space to find his or her own place in society while learning through diverse experiences… with diverse teachers… across disciplines where there are no standardized questions, much less answers. Those opportunities need to be provided (and properly funded) for every child, regardless of the wealth and education of the parents.

We might find that what is important is not that we can regurgitate standardized answers, but that we can push the very limits of our understanding as we learn and grow by proposing new questions and being empowered to collaboratively develop real-world working answers to those questions.

Let’s definitively end standardized testing-based education. Let’s talk about moving in a new, experience-based direction that actually addresses and solves real-world problems.

Thank you for your strong leadership.

Very truly yours,

 

Justin Escher Alpert
Livingston, New Jersey

Cowardly David Hespe Hid From The Parents Who Overwhelmed The NJBOE Today To Say No To PARCC

Today, somewhere in the neighborhood of one hundred parents, students, teachers, school board members, and other New Jersey professionals gathered at the River View Executive Building Complex in Trenton, New Jersey to prove just how out of touch New Jersey Comissioner of Education David Hespe is with New Jersey parents, students, teachers, and community members. In particular, as you may recall, David Hespe claimed that there was no opt-out or test refusal movement in New Jersey. Today, we proved him wrong

For those who don’t recall, on October 30, 2014, then Acting Commissioner Hespe issued guidance to school districts and charter school leaders in which he suggested (but did not require) that they institute punitive measures in an attempt to squelch New Jersey’s opt-out/test refusal movement before it got started. Hespe’s guidance backfired. Instead, he just pissed me — and countless other New Jersey parents — off. Today was our first chance to publicly speak out to Hespe’s sort-of bosses, the New Jersey State Board of Education (Hespe’s real boss is Governor Chris Christie, and there is no doubt in my mind that regardless of what the NJBOE does next, Hespe will continue to dance to PARCC’s tune until Governor Christie tells him to change course).

I arrived at around 10:40 this morning. The presentations to the Board were already in full swing, and the room was so full that I couldn’t even get standing room, so a friend and I waited out in the hall. The crowd continued to grow. I believe that 96 people were signed up to speak, but although a few speakers didn’t show, there were plenty of other non-speaking parents, teachers, community activists, and local school board members who had come to listen and/or show their support.

Unfortunately, NJBOE’s protocol is to divide public comment speakers among four different rooms, and to assign 1-2 NJBOE members to listen to comment in each room. Although this is far more efficient in terms of time (even then, there’s a 5 minute time limit, but enforcement was much less draconian than enforcement of the 3 minute time limit at our local Montclair Board of Education meetings), it’s unfortunate that the press, fellow attendees, and Board Members themselves do not get to hear more than a small sample of the total comments presented. Intentional or not, this diminishes the power of a large turnout of parents almost universally united around a common issue (here, opposition to PARCC and similar high-stakes standardized testing).

Here are both halves of Room A (with filming by the Asbury Park Press, as I understand it):

And here are both halves of Room B:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Here is Room C, where I testified:

 

 

 

 

 

 

 

And here is Room D:
As you can see, among the four rooms, there were a LOT of citizens, most of whom, like me, took a day off from work because we think it is important that the NJ State Board of Education hear from parents and students about the mess the PARCC is creating in our schools. I don’t have accurate numbers, because many people came to be supportive without speaking, but I’d guess that the turnout easily exceeded 100 people.
Perhaps the most gratifying part of the event for me personally was to hear from the half-dozen or so children who’d come to testify. Almost all of them told me that they’d been inspired to come testify by my daughter Elizabeth Blaine’s public comment to the Montclair Board of Education a couple of weeks ago, which I haven’t mentioned also led to us getting interviewed (to my enduring political chagrin, but it’s nice that we have common ground on something) on Fox News’s Fox & Friends morning show. Just in Room C, we heard from a 10 year old girl, a 7th grade girl, and a 9th grade boy. All three were opposed to PARCC and the related test prep.
It was also terrific to get to meet — in person — many of the fellow New Jerseyeans I’d only connected with virtually through our shared opposition to these tests. I’m only sad that because of the four-room set up, I didn’t get to meet a number of other terrific leaders that I know were there.
But the major takeaway from today is that there is a strong — and rapidly growing — PARCC refusal movement in New Jersey. And it was great to see members of the press, from the pieces that already appeared on the Star Ledger and the Asbury Park Press website to the appearance of reporters from NJ101.5 to The Alternative Press – Edison (and there may well have been other reporters I wasn’t aware of). Go readd the Star Ledger and Asbury Park Press articles: their reporters didn’t pull any punches today. The bloggers were out in full force too. Here’s a piece from Marie Corfield that contains some stunning news: following the comments he listened to today, the President of the NJBOE apparently stated publicly that they know that they can’t force kids to take this test. I’ll add more blog links as I come across them.
Take note, Commissioner Hespe. You declared war on the parents and students of New Jersey back in October, but we are organizing, we are rallying, and we are fighting back. I did note, however, that you were too cowardly to sit in any of those rooms to hear for yourself what the parents and students of New Jersey are saying. I heard from more seasoned activists that this was par for the course from you — you apparently don’t deign to bother with public comment. That’s all part and parcel with the CCSS/PARCC playbook, of course, which generally fails to prioritize democratic values. I don’t think your disappearing act gives you cover to continue claiming that New Jersey doesn’t have a growing opt-out/test refusal movement.
Watch out, Commissioner Hespe: this is one war we’re going to win.
Finally, Governor Christie, with your PARCC study commission that has not yet publicly released the preliminary report that was due on December 31, 2014, don’t think your teflon governor act is going to allow you to escape blame for imposing PARCC and Common Core on the people of New Jersey. Trust me, from the brief foray I made into the world of Fox News, your national base isn’t impressed with your Common Core and PARCC cheerleading. Your national ambitious may well hang on this issue.
We lefties won’t rally behind you on this either.
Ironically, Governor Christie, through your minion David Hespe, you are a uniter: you are uniting the left and the right, the rich and the poor, the white and the black, the native English speakers and the English Language Learners, in shared opposition to your market driven education reform policies — including, but not limited to, your imposition of PARCC onto the people of New Jersey. It was a powerful thing to watch as the wealthy and privileged parents from Basking Ridge made common cause with parents from Newark. We don’t resemble each other in race, socioeconomic status, or political affiliation. But one thing was clear: no matter what our backgrounds, none of us want you to dismantle our public schools.
And we all agree on one thing: education is a necessary ingredient for democracy. A policy aimed at dismantling public schools is a policy aimed at devolving democracy into demagoguery.
We won’t forget. And we won’t — we can’t — let you win.