There is a great deal of discussion about where education leaders and organizations “stand” when it comes to the latest revision for ESEA titled Every Child Ready for College or Career Act of 2015. In response, the organizers of United Opt Out (UOO) find that we stand between Scylla and Charybdis, between the proverbial rock and a hard place.
In your bill you pose the question of support for Option 1, a reduction in testing to grade span, or Option 2, which continues the current testing nightmare; we support neither. We find many items in the 400 page document too egregious and insupportable even though we do accept the notion of “grade span testing,” preferably via random sampling, as an alternative to what is in place now.
While we understand why many of our respected colleagues have shown support for Option 1 in your bill, we cannot endorse either. This is because both options are tucked neatly inside a larger bill that promotes the expansion of charters and other policies destructive overall to the well-being of students, public schools, and communities. Another reason we are reluctant, no matter what enticing promises are included therein, is due to those who lobbied for this bill in 2013: The National Alliance for Public Charter Schools, Alliance for Excellent Education and the U.S. Chamber of Commerce, which has immense ties to ALEC.
While we are inclined to support H.R. 4172 - Student Testing Improvement and Accountability Act sponsored by Rep. Chris Gibson and Rep. Kyrsten Sinema, which also calls for grade span testing, we would like to see additional safeguards included against possible punitive state policies. In our assessment, it does not go far enough to protect children, educators, and communities against state policies that are damaging in nature in spite of good intent. To elaborate, this bill requires those tests be administered at least once during: (1) grades 3 through 5, (2) grades 6 through 9, and (3) grades 10 through 12. However, “under H.R. 4172, the states would retain the ability to exceed federal testing requirements if they seek to do so.” In other words, students could be tested just as much as they are now if states choose to do so. The bill is not a guaranteed protection against over-testing and its punitive consequences; it’s just a hope. We believe that hope alone is not sufficient.
Make no mistake, Senator Alexander, we understand fully that you are a supporter of the privatization of public schools. Despite that fact, your bill and Gibson’s may be preferable to some who are against the privatization of public schools because they contain the possibility of being better than the existing federal and state policies. However, they are not appealing to many, in particular states that have suffered the negative impact of high stakes testing. Furthermore, we can’t see how either of the current bills proposed are the “solution” to problems such as equity in funding, re-segregation, compromised pedagogy, data mining, or the intrusion of corporate interests – to cite from a list of many – that continue to fester in public education.
We agree that education decisions should be decided in state legislative and local district bodies, but safeguards should be in place to ensure horrific policies such as over testing and attaching results to student, teacher, school, and community worthiness are not pushed through state and district legislative bodies. Your bill and Gibson’s include no such safeguards for polices that have been detrimental to the non-white, special needs, immigrant, and impoverished communities.
UOO and most other human rights organizations will vigorously oppose ANY state level measures that sanction the following:
Increase standardized testing even if it’s under “state control”
Support using high stakes to make decisions about students, educators, school buildings, or communities
Use of sanctions such as “shuts downs” or “turn overs” based on test data of any kind
Display favoritism toward increased charters and state voucher programs
Facilitate data mining and collection of private student information
Engage in sweet insider deals between state policy makers and corporations or testing companies using tax-payer dollars and at the expense of safety, quality and equity in public education
Therefore, we demand greater safety, equity and quality for ALL schools and that includes the elimination of ALL standardized -paper based or computer adaptive testing – that redirects tax-based funding for public education to corporations and is punitive or damaging to children, teachers, schools, and communities.
We will not accept ANY bill until the following criteria are included:
Increased resources for the inclusion of local, quality curricular adoptions devoid of “teaching to the test”
Quality, creative, authentic, and appropriate assessment measures for general students, special needs, and English language learners that are sustainable and classroom teacher-created
Smaller teacher/student ratios
Wrap-around social programs, arts, physical education programs, and creative play recess
Career-focused magnet programs
Additionally, we demand legislation that supports a broad and deep system-wide examination of the power structures that perpetuate poverty-level existence for millions of Americans.
To conclude, we find ourselves having to choose between being shot in the head and being shot in the foot. For now, we choose neither. Instead we call for continued revisions of current legislation to include the items and protections outlined in this letter. We thank you for this opportunity to share our sentiments and our voice.
United Opt Out Administrators:
Rosemarie Jensen Denisha Jones Morna McDermott Peggy Robertson Ruth Rodriquez Tim Slekar Ceresta Smith