MCAS...putting the ass in assessment

This was going to be a recap of the wonderful MCAS Reform Day at the State House yesterday. Between two and three hundred youth, teachers, parents, and activists showed up to ask for a more rational system of evaluation in our public schools. The kids were amazing. They created posters, postcards, plans of action, and delineated clearly the issues they felt MCAS unnecessarily brought to their schools. One group even created a book filled with young people's voices from all over the Boston area, outlining their academic struggles and what they thought their schools could do better. I for one am energized and relieved that our standardization factories haven't squished out every bit of the hopeful, creative juice that makes our kids so great.

Then, I read the Scot Lehigh's Op-Ed in the Globe. I know you shouldn't blog angry...but:

Here, "reform" and "reforming" are artful and elusive terms. What they really mean is, weaken or water down. If the group, which counts the teachers unions as "significant contributors," according to director Marilyn Segal, has its way, high school students would no longer have to pass the MCAS to graduate....

What MCAS reform means, actually, is the opposite of watering it down. It means strengthening assessment to include all learning styles. It means creating a range of graduation requirements, rather than just one. Broadening the scope of an assessment is not weakening it; it is allowing that not every child demonstrates his learning in the same way. Reform also means taking the frenzy out of the test. High stakes environments are simply not conducive to learning. High stakes environments are great for performance, but we seem to want kids to perform well without creating a situation in which they can LEARN.

Mr. Lehigh also claims that the MCAS is not related to the dropout crisis:

Further, when the Department of Education surveyed superintendents several years ago about why students were leaving school, the MCAS exams weren't one of the major reasons cited.

Okay, deep breaths. There are two problems with this.

One: They asked the Superintendents?! They wanted to know why STUDENTS were dropping out so they asked...the Superintendents? That's like saying, "Hey, I want to know why 65% of women are unhappy in their marriage. Let's survey the...um...fathers-in-law. They'll know."

Two: If they HAD bothered to ask students why they left school, the majority of kids probably wouldn't have said the MCAS either. What they would have said was that they were bored or their teachers didn't care. Again, this goes back to what a test-obsessed system does to the culture of a school. If teachers are straightjacketed into a drill and kill curriculum and working under the constant threat of state takeover if those test scores don't go up, their demeanor might be less than caring. They might feel like quitting every single day. And if the curriculum is constant preparation for a test, well the boredom thing makes a lot of sense. So perhaps they didn't cite MCAS as the reason, but this is just a case of patients complaining about symptoms without naming the disease.

And then this guy:

"Someone should tell some of these people that the debate is over," says Senator Robert Antonioni, Senate chairman of the Legislature's Joint Committee on Education.

Thank you, captain eloquent. And I apologize. Were we questioning the wisdom of determining everything a student has learned in his entire academic career by one measure? Did we dare to suggest that there might be a better way? You do not have the power to declare this debate over, Senator.

And, then our fair Governor Patrick had this to say to Mr. Lehigh at the Globe:

"I came to the MCAS by talking to parents of poor kids who told me that before the MCAS, their kids were just promoted on without even being able to read . . . I start, because I personally stink at standardized tests, highly skeptical of standardized tests, but I got there by talking to these parents, I mean, all over the place, talking to these parents. So it would take a lot - it would take a whole lot - for me to reconsider that position."

First of all, kids are still being promoted without being able to read. This one gets me particularly upset because I work in a school for kids who have been forced out of the Boston Public School system. In our school, at present, we have two teenagers with second grade reading levels and one girl who cannot read at all. All three of these students left high school in the tenth grade. Hmmm. It looks like the MCAS didn't prevent these kids from being promoted without reading ability, but it just waited until tenth grade to force them out.

Second of all, the governor doesn't really want to make the call on MCAS. His readiness project is conveniently set up to decide all of that stuff for him. So our job now is to convince the various committees of the readiness project that MCAS reform is a priority, is necessary, and is the best thing to do for our kids. For more information on how to do that, please visit Citizens for Public Schools, and revel in their awesomeness.