In Atlanta today 38 educators and administrators must turn themselves in to authorities after a three year investigation into cheating on standardized tests. Many more have already made deals with the prosecutor. These educators are being indicted under the RICO or racketeering statutes. The cheating was apparently pervasive and came directly from the Superintendent. A 15 year old student who attended one of the elementary schools involved spoke on the radio about the cheating. She and her mother complained that the student's education was compromised because of the cheating and that now the student struggles to work at grade level. She laments that she'll always be tainted by the fact that her scores were altered.
Let's examine this more closely keeping in mind that cheating is wrong and not an example we want to set for children. Firstly, NCLB imposes severe penalties on schools and districts that don't show improvement. The federal government's algorithms for measuring improvement are extremely complicated and a school that scores well overall may be penalized because one subgroup, say, second language learners, didn't improve as much as they "should" have. There are financial penalties for districts and other penalties for individual schools. The punitive atmosphere created by NCLB encourages cheating by putting tremendous pressure on teachers and administrators to make sure students have the highest scores possible.
As a teacher I proctored my share of standardized tests. I walked around my third grade classroom making sure that everyone was on the right page, not writing in the test booklet, and not skipping any questions. Strolling around the room I could clearly see students marking wrong answers to questions they knew. How discouraging to watch competent students make careless mistakes! How tempting to walk by and silently point to the right answer. But I never did and I eventually stopped walking around during the tests to alleviate my own frustration. Of course I knew that the next year I could be called on the carpet for those test scores. In fact there were many years my entire school was berated for our students' test scores because one subgroup or other failed to make the progress demanded by NCLB.
Racketeering, conjures up mobsters, not teachers and administrators. Racketeering is a charge levied against those who engage in fraudulent or dishonest business dealings for financial gain. I'm dead certain that none of those charged were personally enriched by changing students' test scores. Their school district had a lot to gain by scoring well on tests but personally teachers and administrators did not. Charging the employees under RICO seems a stretch, it's what the feds use when they've got nothing else.
Lastly, the 15 year-old girl on the radio. The unasked question: would anyone have changed her scores if she had been proficient and making good progress? The fact that she is still lagging behind her classmates points to her continued lack of academic achievement five years after the scandal. My suspicion is that her scores were changed precisely because they were low. I don't know how it works in Atlanta but here in Orange County all students have access to the curriculum and teachers provide instruction based on daily performance not last year's standardized tests. Those tests are but one indicator, albeit a poor one, of academic progress.
It's wrong to change test scores, to cheat but we must examine the policies that produced an atmosphere where cheating was thought of as an acceptable means to an end. NCLB created a culture of punishment in education. Who doesn't want to avoid punishment? Especially for something, over which you have no control. No teacher anywhere can "make" a student read carefully, think critically, or care about a test in which they have no stake.
I feel for those educators in Atlanta who bought in to NCLB and let it distort their judgement.
Showing posts with label teachers. Show all posts
Showing posts with label teachers. Show all posts
Monday, September 29, 2014
Thursday, March 20, 2014
Scapegoats
Teachers and their unions or associations make great scapegoats for what the U.S. populace perceives as the poor state of education. As teachers, especially elementary teachers, have been asked to do more with less over the last 20 years criticism from politicians, community leaders, and parents has skyrocketed. A profession that in years past was respected, is now met with derision and claims of mass incompetence. Educators who have decided to leave the classroom and take administrative positions get in on the act berating their faculties for whatever deficiencies they can find while asking teachers to do ever more for their students.
If indeed there is a crisis in education today it is convenient to blame teachers. That lets a lot of others off the hook. The first group it lets off the hook is parents. Poor parenting is one of the root causes of low student achievement, ask any teacher. No one dares point a finger at parents. No one dares to ask, "Are Johnny's parents helping him at home and making sure he gets to school on time?". No one asks why parents do not feed their children, make sure they get enough sleep, or learn English. Students' first teachers are their parents and the losses that stack up from 0 to age 5 are nearly impossible to make up.
The other group let off the hook is students themselves. Society refuses to acknowledge that students have a choice. By the age of 8 children can decide how to behave and whether to put forth their best efforts. Furthermore, they can tell you if and why their work is poor. Students must take responsibility for their own learning. Teachers can present the material standing on their heads, on SmartBoards, with videos, whatever, but if students refuse to engage there is little teachers can do.
Money. The root of all evil according to some but certainly a crucial part of a quality education. Education has never been fully funded. Facilities, textbooks, supplies, and modern technology all require money that is never available. We have enough money to spend four years repairing a stealth bomber but not enough to educate our children. Our leaders can blame teachers rather than themselves for starving education of the money required for a quality system. If our representatives had to work in the kinds of environments and with the kinds of tools teachers do, they would grant themselves plenty of funding to upgrade their workplace.
Blaming teachers takes heat off of the politicians and bureaucrats who approve and write the standards, make the testing rules, and of course decide the budgets. If children fail to achieve mastery of the standards with the approved methods perhaps the standards and methods should be re-evaluated. The Common Core standards were initiated and approved by a gathering of states' governors. While these standards may be fine, why are career politicians making educational policy? Why are career politicians dictating how material shall be presented in the classroom? Those same people decide how much money schools can spend and how it can be spent. Using teachers as political scapegoats allows politicians to avoid the blame for underfunding education. Teachers and their unions are directly responsible for schools' lack of funds with their huge salaries and pensions. That's the message put out there by our elected officials.
Poverty. There it is, the huge elephant in the room that none of our representatives wants to seriously address. Most children living in poverty are not going to achieve the same kind of academic success as their middle-class counterparts. Until this country acts to bring the millions out of poverty, no new standards or methods will be able to lift student achievement to the levels desired. No lunch or breakfast program is comprehensive enough to alleviate the deficits caused by homelessness, lack of early childhood experiences, or changing schools every few months. A pastry in the morning isn't enough to compensate for poor nutrition or absent parents.
Parents, students, lack of money, education policies dictated by politicians, and poverty. These are some of the causes of low student achievement. Hold them accountable and then teachers can actually do their jobs. Blaming teachers is easy but not at all productive.
If indeed there is a crisis in education today it is convenient to blame teachers. That lets a lot of others off the hook. The first group it lets off the hook is parents. Poor parenting is one of the root causes of low student achievement, ask any teacher. No one dares point a finger at parents. No one dares to ask, "Are Johnny's parents helping him at home and making sure he gets to school on time?". No one asks why parents do not feed their children, make sure they get enough sleep, or learn English. Students' first teachers are their parents and the losses that stack up from 0 to age 5 are nearly impossible to make up.
The other group let off the hook is students themselves. Society refuses to acknowledge that students have a choice. By the age of 8 children can decide how to behave and whether to put forth their best efforts. Furthermore, they can tell you if and why their work is poor. Students must take responsibility for their own learning. Teachers can present the material standing on their heads, on SmartBoards, with videos, whatever, but if students refuse to engage there is little teachers can do.
Money. The root of all evil according to some but certainly a crucial part of a quality education. Education has never been fully funded. Facilities, textbooks, supplies, and modern technology all require money that is never available. We have enough money to spend four years repairing a stealth bomber but not enough to educate our children. Our leaders can blame teachers rather than themselves for starving education of the money required for a quality system. If our representatives had to work in the kinds of environments and with the kinds of tools teachers do, they would grant themselves plenty of funding to upgrade their workplace.
Blaming teachers takes heat off of the politicians and bureaucrats who approve and write the standards, make the testing rules, and of course decide the budgets. If children fail to achieve mastery of the standards with the approved methods perhaps the standards and methods should be re-evaluated. The Common Core standards were initiated and approved by a gathering of states' governors. While these standards may be fine, why are career politicians making educational policy? Why are career politicians dictating how material shall be presented in the classroom? Those same people decide how much money schools can spend and how it can be spent. Using teachers as political scapegoats allows politicians to avoid the blame for underfunding education. Teachers and their unions are directly responsible for schools' lack of funds with their huge salaries and pensions. That's the message put out there by our elected officials.
Poverty. There it is, the huge elephant in the room that none of our representatives wants to seriously address. Most children living in poverty are not going to achieve the same kind of academic success as their middle-class counterparts. Until this country acts to bring the millions out of poverty, no new standards or methods will be able to lift student achievement to the levels desired. No lunch or breakfast program is comprehensive enough to alleviate the deficits caused by homelessness, lack of early childhood experiences, or changing schools every few months. A pastry in the morning isn't enough to compensate for poor nutrition or absent parents.
Parents, students, lack of money, education policies dictated by politicians, and poverty. These are some of the causes of low student achievement. Hold them accountable and then teachers can actually do their jobs. Blaming teachers is easy but not at all productive.
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