As primary, secondary, and university educators who are passionate about the importance of a liberal arts education in building and maintaining a democratic society, we are very concerned with the impact of standardized testing on humanities curricula. The widespread trend of teaching to the test is undermining primary and secondary education. Social studies, history, the fine arts, the study of literatures and languages, drama and music; these and other subjects not assessed in the standardized tests of “No Child Left Behind” are subjects that are themselves being left behind as administrators pressure teachers to raise narrowly-conceived test scores in a few core areas.
We seek to build respect for the democratic process, critical thinking skills, writing skills, and understanding that is not accurately measured in multiple-choice tests (read The Case against High-Stakes Testing). While we see the Common Core Curriculum as a step in the right direction, we steadfastly reject attempts pushed by testing companies to devise standardized assessments to measure progress in reading, writing, and speaking. Nor do we believe that computer programs currently being developed by major assessment corporations, or any form of outsourcing of essay assessments, are viable solutions.
Instead of relying on standardized tests, we believe that the best way to pursue higher standards in reading, writing, and speaking skills is to develop standardized and widely-accepted rubrics for assessment and allow teachers to assess their students with these rubrics. We are very concerned with the extent to which current educational policies have embraced what John Dewey would call “instrumental rationality” in seeking solutions that can be statistically measured. We are currently seeing a national backlash against such measurements from parents, teachers, and administrators. These statistical measures merely confirm the very real social gaps between the haves and the have-nots in American education (for a review, read The Widening Academic Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations).
University
administrators have known for some time that high SAT scores correlate closely
with socioeconomic class. Students who do well on them may succeed more
frequently in college than those who do not, but this correlation may be
telling us more about the test than about the students. Secondary teachers
often see students who are terrific at taking tests, but who choose to avoid
tasks requiring difficult thinking. University
educators want students who can write, research, and think: students who are
open minded, passionate, and curious. These qualities are snuffed out under the
drive for high scores on standardized multiple-choice tests under “No Child
Left Behind.”
Secondary
educators want to prepare students for the challenges that they will face at
colleges and universities. This is difficult to do when an overemphasis on
discrete item standardized testing prevents them from engaging their students
in the meaningful work that best prepares them for the next level.
We know that
your office is bombarded with lobbyists from major testing companies, textbook
companies, and big donors with big money who seek to shape education reform.
State Boards of Education are faced with similar pressures. We feel strongly
that big money is far too invested in the current debate, and we are concerned
that their influence is determining much of what passes for “reform.” Put your
faith in teachers rather than corporate interests to assess reading, writing,
and speaking. Do not allow corporations to control American education.
We invite
further discussion at your convenience. A delegation from among the signees
below will be happy to meet you for hoops and a discussion.
Sincerely
yours,
New Trier
High School:
Lindsey Arado, Mike Baeb, Kerry Brennan, Ian
Duell, David Hjelmgren, Tim Kajfez, Tom Kucharski, Debbie
Johnson, Todd Maxman, Dean Pinos, John O’Connor, Alex
Zilka; Northern Illinois
University: Jerome D.
Bowers, History Dept.; University
of Illinois-Chicago: Robert
Johnston, History Dept.; Concord
Review: Will Fitzhugh,
Editor and Publisher; The
Report Card: William
Korach, Editor and Publisher; University
of Chicago Laboratory Schools: Luicija Ambrosini, Allen
Ambrosini ,Suzanne Baum Charles Branham, Wayne Brasler, Brad Brickner, David Derbes, Steve Granzyk, Lee
Gustafson, Paul Horton, Chris Janus, Bob Kass, Mark Krewatch,
Andrea Martonffy, Lisa Miller, Rachel Nielsen, Diane
Puklin, Emeritus Susan Shapiro,
Kelly Storm, Brian Wildeman; Ariel Community Academy: Allie Griffin, Shirley Knox, Jake Sklarsky, Willis
Niederfrank; Chicago
Teachers Union
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