The report, required by state law, reveals that Ohio students spend, on average, almost twenty hours taking standardized tests during the school year. (This doesn’t include teacher-designed tests, but does include state tests.) Twenty hours is a good chunk of time, but when one considers that the school year in Ohio is about 1,080 hours total (it varies by district and grade level), that means testing only takes up about 2 percent of the year. (Report results show that students spend approximately fifteen additional hours practicing for tests, but this additional time only raises the total percentage to 3 percent).
Regardless of this small percentage, critics of standardized testing make some valid points. No one wants quality, in-depth learning...
Cheers to State Auditor Dave Yost. Ohio’s Auditor last week released the results of unannounced visits his staff made to thirty charter schools back in October looking to compare reported student enrollment numbers with actual on-site counts. Nearly a quarter of schools showed “unusually high” discrepancies between the two numbers. Some will cry “witch hunt,” but this is really just one more bit of evidence that it’s time to review and revamp (as necessary) Ohio’s charter school laws.
Cheers to Ohio Representative Bill Hayes. In his first interview upon taking the chairmanship of the House Education Committee, Hayes was asked about the prospect of more Common Core repeal efforts in the General Assembly. His response was a study in open-minded fairness on an issue where lightning bolts and flames are expected. He expressed interest in hearing from both sides on the issue, while not equivocating on his position as “a supporter of local control for school districts.”
Last week, Mike Petrilli issued a “stump speech challenge” asking his fellow education wonks to come up with talking points that members of Congress might use to bolster the case for annual testing.
Be careful what you wish for, Mike. Challenge accepted. Here’s my bid:
When you and I think back on our school days, we remember football games and school dances, the high school musical, and—if we’re lucky—that unforgettable teacher who put just the right book in our hands at just the right time. One who inspired us or opened our eyes to our own potential—and what was waiting for us in the world right outside the classroom window.
What will our children remember when they think back on their school days? I fear too many will just remember taking tests.
And that’s not right.
At the same time, I hear an awful lot of cynicism about the efforts we’ve been making in the last few years to make our schools better. Some people say that all this testing is just a big game to label our schools a failure, privatize education, demonize teachers, and line the pockets of testing companies and textbook publishers.
My name is Karen Vogelsang, and I am the 2014–15 Tennessee Teacher of the Year. I am a supporter of the Common Core State Standards, which we have adopted as our own state standards and which are taught in classrooms across the state. I am ill at the thought that these standards could be repealed.
As Tennesseans, we sought Race to the Top funds to make sweeping changes—not only to benefit our state but, more importantly, to benefit our students.
We have data showing that our students are performing at a rate faster than any other state in the nation. We (Tennesseans, not the federal government) made decisions about how the standards would be implemented and how our educators would be trained.
As educators, we have received top-quality training from experts in the fields of math and reading, and Tennessee is the only state that has provided consistent, focused training in the standards from the state’s Department of Education on down. No one has mandated the curriculum or instructional practices teachers use in their classrooms, and districts have selected the materials they want to use to best support...
Chairman Alexander, Senator Murray, Members of the Committee:
Thank you for the opportunity to appear before you today. I would like to begin by congratulating the committee on putting the reauthorization of the Elementary and Secondary Education Act at the top of its legislative agenda for the 114th Congress. Nothing is more important to our nation’s future than ensuring that we provide all children with the opportunity to reach their full academic potential. Congress cannot do that on its own, but it can help by addressing the very real shortcomings of the most recent reauthorization, No Child Left Behind, and restoring the predictability with respect to federal policy that state and local officials need to carry out their work.
As you move forward with this important work, however, I would urge you not to lose sight of the positive aspects of No Child Left Behind. Above all, the law’s requirement that students be tested annually in...
A fern between two Mikes: Testing, accountability, and the new ESEA
January 21, 2015
The debate over annual testing has taken center stage as Congress considers reauthorization of the Elementary and Secondary Education Act (ESEA). Assessments provide critical information for parents and legislators on student progress, but when does annual testing become overtesting? And will it survive reauthorization? Watch Fordham's Mike Petrilli and AEI's Mike McShane discuss testing and accountability in the wake of the Senate hearing on the new ESEA.
Arizona last week became the first state to make passing the U.S. Citizenship Test a high school graduation requirement. Governor Doug Ducey signed into law a bill mandating the test after the measure passed the state’s Republican-controlled House and Senate in a single day. And that’s really about all the deliberation that should be needed for other states to follow Arizona’s lead. It’s a no-brainer in more ways than one.
Here are some of the questions on the test:
What are the first ten amendments to the Constitution called?
Name two rights in the Declaration of Independence.
Why do some states have more representatives than others?
Who is the governor of your state now?
How old do citizens have to be to vote for President?
Who is the President of the United States?
These are among 100 basic questions on American government and history published by the U.S. Immigration and Naturalization service. It’s not particularly challenging stuff. Those seeking citizenship are asked up to ten of the questions; six correct is a passing score. Arizona...
The word around town is that support for annual testing among rank-and-file members of Congress—in both chambers and on both sides of the aisle—is dangerously low. They are constantly hearing complaints from their constituents about the overuse and abuse of standardized tests, and many are eager to do something about it. We policy wonks may see the value in such tests (Brookings has been especially effective in making powerfularguments for keeping them), but parents and the public are fed up.
To be of service, here’s a crack at some “talking points” that members of Congress might use when the testing issue comes up at town hall meetings and the like. I strongly suspect that some of you can do much better. Give it a try! How would YOU explain to your fellow citizens the need for annual testing?
I understand that many of you feel strongly that there’s too much testing in our schools. You can’t throw a rock inside a school without hitting a standardized test; every time your son or daughter turns around, they are taking some test designed by some far away bureaucrat or...
Though hardly the only issue to be debated during the reauthorization of the Elementary and Secondary Education act, annual testing has taken center stage in discussions so far. Lamar Alexander, chairman of the Senate HELP committee, put forth a bill that leaves open the possibility of removing the federal requirement that states test students annually in reading and math from grades three through eight—a possibility that has thoroughly freaked out much of the education-reform community.
But as Alexander has explained, he is merely trying to respond to what he and every other member of Congress are hearing from their constituents: There’s too much damn testing in the schools.
But is that true? And if so, is it because of the federal requirements?
A new report from the Ohio Department of Education provides some timely answers, at least for one state. (A bellwether state, mind you.) State Superintendent Dick Ross charged his department with collecting information about the number of hours Buckeye State students spend preparing for and taking tests (not including tests developed by their own teachers). The findings are illuminating (most of this language is verbatim):
Last week, New York City Schools Chancellor Carmen Fariña demanded that dozens of New York City’s lowest-performing schools adopt and implement a widely criticized literacy curriculum with which she has long been associated. It was the most recent of a growing list of decisions she has made while running the nation’s largest school system that seem to be based not on empirical evidence, but on the chancellor’s personal preference.
In November, the city unveiled its School Renewal Program, a $150 million plan to turn ninety-four chronically low-performing schools into “community schools.” A concept paper inviting community-based organizations to partner with the New York City Department of Education (DOE) noted the approach “is based on a growing body of evidence” showing that “an integrated focus” on academics, health and social services, and other community supports are “critical to improving student success.”
What growing body of evidence? The paper didn’t say—not even in a footnote. Perhaps because the evidence is scant to nonexistent. New York’s initiative is modeled on a similar program in...