0113: What Happened to the Learning? #SOSchat #testingisnotteaching #edreform @arneduncan

by educatedtodeath

educatedtodeath.com

I heard a veteran teacher, principal, and school board member (all the same person) speak yesterday. She entered public schools before segregation. She spoke passionately about her love of public schools. She, like many, expressed how she learned to read, write, think, speak, problem solve, cooperate, and collaborate in public schools. Her children did too. I did. I know many others who did too. What has happened? Why were we different? None of us were from the wealthy elite. I finished school just before testing became the end all be all. The school was large, mostly free lunch, and had problems, but people learned, left, became employed, went to college. This was in Mississippi by the way. The veteran educator who spoke was from an inner city district in Tennessee. Learning has happened for years. It seems to have suddenly ceased.

Did the learning stop because testing, that is the great high stakes standardized test? I couldn’t say, but then again maybe I could. Perhaps the test itself didn’t destroy the minds of a generation, but it required that it happen. Testing, as many know, has taken and continues to take every resource— mental, physical, and monetary— and put it toward some type of test preparation. Basic skills are neglected for the sake of a pacing guide. Kids aren’t able to fully learn to read or fully figure out multiplication because there is no time. Testing keeps the ball moving. Rarely can we go back and reteach. In fact, reteaching has been replaced with reviewing (the quick and shallow sibling of reteaching). The damage done from shallow, incomplete teaching is cumulative. Please be aware teachers don’t set out to teach shallowly. They/we are essentially tied to the pacing guide, or else. If a kid doesn’t fully develop as a reader in K-4, which isn’t the only focus of K-4, then other skills won’t develop. The foundation will not be there. K-4 has all sorts of testing rigors as well. Kids and teachers are stressed, learning is not allowed to be complete, and kids have to move forward without ever having built a proper foundation for learning. This lack of foundation snowballs into myriad other problems from academic deficiency, to behavior problems leading to in school arrests, and the school-to-prison pipeline continues.

The effects of testing are broad and can be summed up through the stories of those teachers, students, communities, and a nation affected by the attention deflected from actual education in the name of a test.

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