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Alternatives to standardized tests

As opposition to overuse of standardized tests grows here and across the county, a public forum Thursday on Alternatives to Standardized Tests is being sponsored by a new local coalition.

It takes place at 7 p.m. on Thursday, January 24, at Hartzell Methodist Church, 3330 S. King Drive.

The forum features Dr. Monty Neil of FairTest, who advocates for dramatically reducing the use of standardized tests and incorporating a wider range of assessments reflecting classroom evidence of learning.

“Those of us who are concerned about too much standardized testing are often accused of wanting no accountability at all, and that’s just not the case,” said Julie Woestehoff of Parents United for Responsible Education, which is co-sponsoring the event.

The new coalition, More Than A Score, includes parents and teachers and a number of local organizations.  They’re calling for eliminating standardized testing for pre-school through second grade and greatly reducing it for older children, Woestehoff said.

An initial focus will be on tests designated as optional by the CPS central office but required by network officers, she said.

The group wants an end to evaluating student and teachers and closing schools based on test scores, and will push for “full disclosure of the cost, schedule, and nature of all standardized tests” used by CPS.

A whole lot of tests

The use of “bubble tests” is not like you might remember from your childhood, writes CPS high school teacher Adam Heenan at ClasssroomSooth.  His students start the year with a week of standardized testing, which is repeated midyear and again at the end of the year.  And that’s just one of several tests.

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Perspectives on the teachers contract talks

As everyone gears up for a new school year (or maybe not), here are a few extra-credit readings that illuminate issues in Chicago’s drive for school reform – and in contract talks under way with Chicago’s teachers.

In the Sun-Times, Lauren Fitzpatrick looks in depth at the success of Spencer Elementary Technology Academy, a high-poverty, neighborhood school in Austin, a community beset by unemployment and violence.

The school is trending up under the inspiring leadership of a home-grown principal, Shawn Jackson, who’s focused on involving parents with his own version of a community school: “parent scholars” who volunteer in classes along with a parent center featuring GED and computer classes and job search help for parents.  There’s a strong sense of teamwork here, and “teachers are trusted” and given autonomy to find the best ways to get material across.

While it has a ways to go, the school fits the profile of 33 high-poverty elementary schools performing above the citywide average identified in a report by Designs for Change earlier this year (more here).

High-poverty, high-achieving

These schools have school-based democracy – local school councils selecting principals and approving school plans and budgets – and supportive teamwork involving parents, teachers, and the community.  They out-perform all of the city’s “turnaround” schools, even those in place now for four and five years – and they do so without the millions of extra dollars each turnaround gets.  (Spencer, which lacks an art program and a decent gym, does better than all but three turnarounds.)

While turnarounds have gotten extensive media coverage,  high-poverty, high-achieving schools have been largely ignored, according to Designs; thus the Sun-Times is due special commendation for this report.

Designs proposes the extra money now going to turnarounds be shifted to allow these high-performing neighborhood schools become resources for other schools.

There’s the hypocrisy of the claim by Mayor Emanuel and his CPS minions that they have to close neighborhood schools and open charters because “we can’t wait” to offer a high-quality education to every child in the district.

It’s a non sequitur: they’re opening twenty charters and ten turnarounds a year, and diverting resources from the neighborhood schools that the vast majority of students actually attend in order to do so.   These students’ education is being sacrificed to fund experiments which increasingly appear to be unsuccessful.

According to the New York Times Magazine‘s look at extreme poverty this weekend, Austin is the kind of neighborhood where repeated school reform initiatives have utterly failed.  (The article looks at the work in Roseland of Youth Advocate Programs, which CPS is now defunding, another turn in the administration’s revolving door of new strategies.)

A kindergarten teacher knows

The number of children living in extreme poverty has grown dramatically in recent decades, and children in areas where it’s concentrated face major challenges, often including community and family dysfunction.  Neuroscientists and developmental psychologists study the way early stress and trauma and family difficulties inhibit brain development and cognitive skills.

But “you don’t need a neuroscientist to explain the effects of a childhood spent in deep poverty,” writes Paul Tough. “Your average kindergarten teacher in a high-poverty neighborhood can tell you: children who grow up in especially difficult circumstances are much more likely to have trouble controlling their impulses in school, getting along with classmates and following instructions.

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Curie Teachers to Boycott CPS Exam

As CPS administrators move closer to dropping the Chicago Academic Standards Exam, a group of teachers at Curie Metro High has announced they will boycott the test.

Last month twelve Curie teachers signed a letter to CPS chief Arne Duncan saying they “will not be administering the CASE this year,” and other teachers at Curie and elsewhere have indicated they will follow suit, said Martin McGreal, an English teacher at Curie and spokesperson for Curie Teachers for Authentic Assessment.

The teachers support teacher accountability and state-city standards, McGreal said. But the CASE provides no detailed feedback, only raw score totals, and thus can’t be used to assess instructional practices, he said. And the test doesn’t reflect CPS standards, focusing on memorization and short-shrifting higher level skills.

The test wastes instructional time, McGreal adds, taking four days each semester with one or two weeks of preparation — and serving as a final exam but, to accommodate downtown test scorers, coming two weeks before the semester’s end. And it includes “poorly constructed and often inaccurate questions and answer choices.”

The teachers met recently with CPS officials.

“Essentially the CASE isn’t a very good test,” commented Tim Shanahan of the Center for Literacy at UIC. “I do think it disrupts instruction, and it leads teachers to focus on unimportant things.”



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