Advocacy in Action

A few weeks ago, I held a screening of the education documentary Race to Nowhere at Terryville Elementary School. When our teacher's union, PJSTA, held a screening back in January I had attended with my 14 year old daughter. I was distraught and energized at the same time. I knew that I needed to host my own screening, and take on the role of Education Advocate. As a result, over the next three weeks I will be meeting individually with Congressman Tim Bishop, Assemblyman Steve Englebright and Senator Ken LaValle to express my concerns about the direction of public education, and enlist their help to begin a public conversation about our priorities in education.

The film Race to Nowhere showed with unmistakable clarity issues I have seen in my own home for years. It articulated my concerns about an education system focused on getting ahead at all costs. The film talked about the undeniable pressure students and teachers are facing, and how standardized testing plays a role in that pressure. Most people are familiar with the New York State ELA exams. At first I likened them to the CTBS tests I remember taking as a child. But the more I learned about the exams, and the more exams were being piled on, I recognized a serious problem. What began as an exam for only 4th and 8th grade students is now a testing phenomenon with no end in sight. Children in grades 3 - 8 will be taking the ELA exam in just a few weeks. And one week later, they will take the NYS Math Exam as well. At the end of this post I will list all of the standardized tests given to our students through out the year by grade. There is even talk of new standardized tests in New York State for students in Kindergarten through 2nd grade, although that has not been finalized by the State Education Department yet.

The primary focus of our State and Federal Education Departments is on standardized testing. New York State was awarded just over $700 Million from the Federal Government for it's Race to the Top Initiative. Half of that funding is being used to develop a teacher evaluation system that will be in large part based on student's standardized testing scores. Just glancing at the situation, one could say it's an opportunity for accountability. However, if you look more closely, it becomes obvious that this system will only force teachers to teach to the test. Teachers are already having to take away instructional time to teach "test prep" for weeks leading up to the exams.  The results of the exams are used to rank school districts, individual schools, teachers and children. The pressure on everyone involved is tremendous.

While teachers are expected to differentiate instruction to allow for all students' learning styles to be addressed during class, these exams assume all children think, work, and learn the same way. It's a one size fits all approach to evaluating children. And often, the scores do not reflect the child's actual ability. Special Education students in 5th grade who may function intellectually at a 2nd grade level are expected to take the same exam as their peers in Regular Ed classes. It is unfair to these students, their teachers, and the school who may not meet Adequate Yearly Progress (AYP) based on those students' performance on the exam. Not to mention that the exams are written by the companies that make our textbooks. So every time they change a test, they get to write (and sell us) new books to align to the new test. There are individuals and companies getting VERY rich with the standardized testing craze.

I believe that every parent has a responsibility to advocate for their children, every teacher and administrator shares that responsibility for their students. Members of Boards of Education have an even greater responsibility as elected representatives of the community to use the BOE platform to engage the public and policy makers in conversation about these issues. There are several steps to be taken:

1. Educate the public (parents, teachers, community members) about standardized testing, it's purpose and effect
2.Give actionable information in the form of petitions, letter writing campaigns- make it easier for interested people to get involved in the conversation and advocacy
3. Connect with policy makers locally, as well as in Albany, and Washington, DC so they are aware of valid concerns
4. Follow up over and over until there is movement in the right direction.

I have already begun the advocacy journey. I wrote the letters posted on Comsewogue's website to be sent to our elected representatives. I will use my upcoming meetings to let them hear stories about my own children's experience with these exams, to demonstrate that change is necessary. I am not sure what to expect to be honest. I do know it will be an uphill battle all along the way, but I can't sit back and wait for someone else to advocate- that is my job as a parent, and hopefully, as a member of the Board of Education.

NEW YORK STATE TESTING SCHEDULE:

GRADE 3:
ELA: May 3-6, Math: May 11 - 13

GRADE 4:
ELA: May 3-6, Math: May 11 - 13, Science performance: May 31 - June 3, Science written: June 6

GRADE 5:
ELA: May 3- 6, Math: May 11 - 13

GRADE 6:
ELA: May 3 - 6, Math: May 11 - 13

GRADE 7:
ELA: May 3 - 6, Math: May 11 - 13

GRADE 8:
ELA: May 3 -6, Math May 11 -13, Science performance: May 31 - June 3, Science written: June 6