Common Core, Opt-Out, Smarter Balanced Assessment Test, Standardized Testing Common Core, opt out, SBAC, Smarter Balanced Assessment Test, Standardized Testing
UPDATED AS DATA ARRIVES
Every year groups like Livability.com release lists of the best places to live in American. The organization observes that, “Making a Best Places to Live list is part art and part science.”
This year, Connecticut’s public school parents learned the value of living in a school district where the local superintendent and other school administrators treat their public school students and parents with respect, dignity and maturity.
In far too many towns, local school officials, driven by the directives of Governor Malloy’s administration, misled, harassed and abused parents and students who wanted and deserved honest information about their fundamental rights as they related to the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium SBAC testing scheme.
While there were thankfully towns where local administrators did provide parents and students with the truth, far too many families were forced to confront the fact that their community’s school leaders refused to conduct themselves in an honest, ethical and moral fashion.
As a result, mapping where Connecticut parents and students are treated with respect has become particularly easy.
To identify the best communities for parents and students, one need only look at the percentage of high school students who opted out or refused to take the unfair Common Core SBAC test, a test designed to fail the vast majority of students, a test that was particularly dangerous and damaging for high school student who intend to go on to college.
The best places for parents and students to live is where school administrators recognize the importance of treating their community with the respect they deserve.
And based on that vitally important criteria, the communities and school districts that rise to the very top of the list are Stonington, Madison and Regional School District #19 (E.O. Smith High School which includes Mansfield, Ashford and Willington) and Danbury.
Some of the other towns where school administrators deserve praise include Region #9, Westport, Watertown, Groton, New Fairfield, Windsor, Winchester (Gilbert School), Granby, Manchester, Ellington, Darien and New Milford.
When the test scores arrive this summer, more and more parents will learn that the SBAC test is literally designed to label the majority of children as failures. Parents will wish they lived in a districts led by school administrators who understood their duty to their parents and students.
At the other end of the spectrum are many of Connecticut’s poorest communities and a set of other towns whose school administrators crumbled to the pressure from the Malloy administration.
For a stunning example of arrogance, one need only look to Fairfield, where the superintendent and assistant superintendent saw fit to mislead and lie to parents about their opt out rights and where students who were opted out were forced to sit and stay in the testing rooms despite the despite the fact that the SBAC test protocol required that students who were taking the test were not supposed to be present in the testing room.”
All school districts have been asked to report the number of students, by grade levels, that were opted out of the Common Core SBAC Testing.
The following chart represents the data school districts provided on the number of high school juniors who were opted out or refused to take the Common Core SBAC test. If your town is not listed it is because they have not provided the requested information to date. There are towns that achieved high opt out rates. One of West Hartford’s high schools reported a 52% opt out rate, while the other high school in the town reported 8%
The chart will be updated and republished as more information is made available by the superintendents.
Parents who live in communities where school administrators chose to stand with their parents and students should be commended!
Those who live in communities where school administrators mistreated misled, abused, harassed and lied to parents and students should consider demanding that their local school boards take action to ensure that the district is led by administrators who are willing and able to do their jobs in an appropriate and ethical manner.
Perhaps most disturbing is that some administrators appeared to be pleased that they were able to force a 100% test participation rate, a sad testament to the state’s inappropriate demand that everyone take the poorly designed and unfair Common Core SBAC test… What a sad commentary!
||% OPT OUT
|Region #19 EO Smith
|Bridgeport Magnets (Ferris Wheeler Magnet Programs 77%-35%)
|Region #9 (ELA Part 2 66% Math 60%, ELA 51%)
|Winchester (Gilbert School)
|Region #5 Amity
|Bridgeport (High Schools)
Note: The 1% communities are those in which at least one student was opted out.
Common Core, Malloy, Opt-Out, Smarter Balanced Assessment Test, Standardized Testing Malloy, opt out, SBAC, Smarter Balanced Assessment Test, Standardized Testing
Although most parents of public school students won’t appreciate the disastrous impact of the unfair and discriminatory Common Core SBAC test until the test results arrive at homes this summer, record numbers of parents have stepped up to opt their children out of the inappropriate SBAC testing scheme.
Firm opt out numbers are trickling in from around the state and the number of parents who have refused to have their children abused by the testing process is significant, especially among high school juniors who are particularly at risk of being negatively impacted by the test that is intentionally designed to fail the vast majority of Connecticut students.
Despite a concerted, unethical and immoral effort by Governor Dannel Malloy’s administration and some local school superintendents to mislead, harass and punish students in an effort to convince parents not to opt the child or children out of the Common Core SBAC test, thousands of parents and students have refused to be bullied and refused to take the disastrous test.
In towns where school superintendents handled their duties in a professional and appropriate fashion, the number of students opting out has reached massive proportions with some high schools reporting more than 80 percent of their high school juniors did not take the test. A number of high schools have seen opt out rates in excess of 50 percent.
Not surprisingly, where superintendents and school principals failed to fulfill their ethical responsibilities, choosing instead to bully and harass students by claiming that they could not graduate if they failed to take the Common Core SBAC test or telling parents that it was illegal to opt out of the SBAC test, the number of students refusing the test was significantly lower.
However, those schools administrators will discover that misleading and even lying to their schools’ parents will lead to major repercussions.
Check back here at Wait, What? and watch for media reports about the actual opt out numbers as school districts finalize and report on their Common Core testing activities
Also feel free to report any information you’ve heard in the comment section or send that information to [email protected]
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Maria Naughton is a fellow education advocate, as well as an educational consultant, former teacher and mother of four. She also writes a column for the New Canaan Advertiser newspaper and is a regular quest columnist here at Wait, What? Her latest piece can be found at: http://ncadvertiser.com/50468/column-greater-transparency-needed-around-standardized-testing-in-schools/
Greater transparency needed around standardized testing in schools by Maria Naughton
Following last year’s field test, high school juniors have started the new Smarter Balanced Assessment (SBA), which has replaced two sections of the former sophomore-year CAPT. Different than the CAPT, this new test aligns to the Common Core standards, which claim to raise the bar for students. Measuring fewer academic topics, the SBA was created to measure, “college and career readiness,” a term referring to the ability to skip remedial coursework in either a post-secondary institution or in a certificate program leading to a “career pathway,” like those in a technical school.
This eight-hour assessment, which ends June 12, is web-based, and adaptive to student ability. The Smarter Balanced Consortium, a multi-state public agency located at UCLA, created the test. Low scores are predicted, but New Canaan may do better than most following many years of preparation. Regardless, perhaps we need to think more deeply about this unproven test and its future impact.
These tests have been inserted into a critical year. As juniors, students are working hard to meet academic demands while making preparations for college. Many are taking AP courses, and studying for other high-stakes tests, such as the AP, SAT and ACT, which help students earn credits and increase their chances for college admissions. SBA testing during this year causes students to miss instructional time, putting both grades and AP credits at risk, and impacts efforts to do well on college entrance exams. Considering many students are already taking college-level coursework, the “college readiness” predictive value of the new test seems redundant. Additionally, in creating this test, the Consortium seems to ignore findings that high school grades are a bigger predictor of college success than any standardized tests.
Unlike class grades, these tests currently mean very little for juniors. Results won’t be available until after July, and won’t impact grades or course placement. A quick survey of nine Connecticut colleges and universities found that none are looking at these scores. To fulfill graduation requirements, just like in the past, these scores may be only one of many factors, according to state statute. The NCHS handbook lists these, and students can easily meet with their counselors to clarify.
Students and families may find the scoring parameters unsettling. Despite its lack of validity and untested predictive value, the Consortium has already determined that most students in Connecticut will fail the Spring 2015 test. According to them, 60-90% of test-takers won’t pass, with sub-groups doing the worst. A score of one through four will become part of a student’s academic record, yet the implications of scores are unclear. However, according to a draft Consortium Policy Framework, low scores may result in additional coursework and remediation in grade 12 to prove college-readiness.
And in what ostensibly seems to be a clinical trial, the Consortium, in partnership with UCLA, will analyze these results, to be used for research, development and future recommendations. Clearly, the Consortium wields much control over our local schools, yet we know little about them. This group, consisting of 17 states, is federally funded, and is supported by the Gates Foundation among others, but it isn’t clear to whom they are accountable. Their assessments, they claim, will ensure our children are, “productive, engaged and ethical citizens” but how that is accomplished is unclear. Their goal is to, “improve educational outcomes” for millions, yet their governance authority is not transparent to families and taxpayers, and the data sharing remains a mystery.
Many families who are aware of the testing/standards flaws, the scoring problems, and the questionable data practices are refusing the test. Following state guidance, local district administrators had been telling parents that opting-out was not possible, because 95% participation was needed to ensure federal funding. Administrators have since reversed that decision, but even if that were true, in communities like New Canaan, that amount is negligible. In truth, no district should be coerced into accepting this murky and experimental plan, certain to fail most children, at the risk of losing funding for their neediest students.
It’s time for all of us to take a serious look at the role of standardized testing in our schools, paying extra attention to this new assessment. Greater transparency is needed around all those involved, including the Consortium, to better understand the impact on our students, the ongoing quality of our schools and the allocation of future resources. State law requires districts to give annual assessments, but there is no law forcing a child to take them. Parents can, as in the past, refuse the test. Parents should refuse to accept the results if children have already been tested. This is the only means by which a parent will have a voice in this process. Let’s restore control of education to the towns, school districts, and to the families they serve.
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Having just observed Memorial Day, a special time to honor military personnel who died while serving the United States, most Americans would probably be stunned to learn that teachers and other public employees DO NOT HAVE full First Amendment rights when working in their capacity as a public employee.
Considering we honor and memorialize American servicemen and women who gave their lives to protect the nation and its fundamental values, it is more than a bit disconcerting to think that public employees are treated differently than everyone else when it comes to what is arguably the most sacred law of the land.
But as the Connecticut Education Association wrote in a recent memorandum sent out to Connecticut’s teachers under the headline “Constitutional limitations on individual teacher advocacy for opting out,”
“There is no protection under the First Amendment’s freedom of speech for a teacher while on duty for advocating opting out of standardized testing for students.”
The CEA memo was drafted by the union’s Member Legal Services lawyers and released following the CEA’s recent Representatives Assembly meeting.
While Connecticut school teachers should take the advice and guidance from their union’s lawyers extremely seriously, the memo falls short of providing teachers with all the information they need about the legal issues surrounding what a teacher can or cannot say about the Common Core or the Common SBAC testing issue or when they can say it.
For examples, what are the First Amendment rights of teachers when they are speaking in their capacity as parents?
And what rights do they have when they are not speaking as teachers, but instead are functioning as citizens of the United States?
It would be extremely helpful if the CEA provided teachers with additional information clarifying what rights individuals, who happen to be teachers, have when they are not speaking in their capacity as public school teachers.
The CEA Member Legal Services memo opens with;
“There is no protection under the First Amendment’s freedom of speech for a teacher while on duty for advocating opting out of standardized testing for students. Similarly, there is little, if any, constitutional protections for a teacher advocating opting out while off duty. The reason for this is that school districts administer standardized tests pursuant to state law, specifically Chapter 163c of the Connecticut General Statues. Since administration of standardized tests is part of a teacher’s job duties, a teacher’s encouragement of opting would be viewed by the district as being disruptive of its obligation under state law and district policy.”
Although the memo fails to cite the sources used to back up their definitive statement, it appears the CEA’s legal team is relying on the foundational 2006 case of Garcetti v. Ceballos in which the United States Supreme Court voted by a 5 to 4 margin to limit the First Amendment rights of all public employees.
The Supreme Court ruled that while the First Amendment protects the speech of public employees when they are acting “as citizens,” they don’t have the same protection for speech when it is spoken “pursuant to… official responsibilities.”
In this little known, but extremely important case, the Supreme Court reasoned that “[g]overnment employers, like private employers, need a significant degree of control over their employees’ words and actions” in order to secure “the efficient provision of public services.” Garcetti v. Ceballos, 547 U.S. 410, 418 (2006).
The court decision goes on to explain that government needs “a significant degree of control over their employees’ words and actions,” and that therefore, they may restrict employees’ speech made “pursuant to their official duties.” Garcetti, 547 U.S. at 418, 421.
The result of this and subsequent cases is that public employee’s First Amendment rights can be limited if the government has a legitimate “proprietary interest in directing or controlling the individual’s speech.”
Like the National Education Association, the Connecticut Education Association has sought to warn teachers that they do not have unbridled First Amendment Rights when they are acting in their capacity of public employees.
However, the CEA memo unfortunately fails to explain that people, who are teachers, none-the-less have broader First Amendment rights when they are clearly speaking in the role as parents, elected official or citizens.
The underlying problem is that the courts have not been exactly clear about when those broader rights exist.
For one thing, it appears that there are no specific limitations on an individual’s First Amendment rights when they are exclusively acting in their capacity as a parent rather than a teacher.
However, the CEA memo reads,
“There is only a qualified protection for a teacher’s off duty speech insofar as advocating opting out is concerned. A school district’s interest in its efficient administration of education can outweigh its public employee’s right to speak on issues of public concern. In this balancing test, a first amendment challenge to discipline or termination is unlikely to succeed.”
Teaches should be cautious when speaking with their “teacher voice,” but CEA legal unit does a disservice to Connecticut’s teachers by simply stating that any, “first amendment challenge to discipline or termination (for “off-duty” speech) is unlikely to succeed.”
The case law simply does not support such a broad claim.
The real problem revolves around a teacher addressing issues while serving in their official capacity as a public school teacher.
The CEA memo notes that “Prohibited actions which could give rise to discipline and possible termination include but are not limited to the following actions; conversations with parents encouraging opting out, posting on school sponsored websites, posting on private websites, or handing out flyers.”
As the law stands, it would appear that a teacher who encourages his or her students or the student’s parents to opt out of the Common Core SBAC test or posts such information on the school website could be successfully targeted by the school district.
It is far less clear that an individual who is acting solely in their capacity as a parent or as an American citizen lacks the right to address that Common Core and its related Common Core SBAC testing program.
In New York, the 600,000 member NYSUT union approaches the issue by stating,
“A teacher who, in conversations with students or parents, takes a position on testing contrary to the school district’s educational program may potentially be subject to disciplinary action, e.g. charges of misconduct or insubordination. The Supreme Court has held that when a public employee speaks in his/her capacity as an employee, the speech is not constitutionally protected.
However, because standardized testing is a matter of public concern, a local speaking as a union, or an individual member speaking as a parent or citizen, about educational concerns over standardized testing, for instance, in a letter to the editor or in a statement to the Board of Education, is protected by the U.S. Constitution at least so long as they are not encouraging other parents or students to opt out from a test.”
It would be helpful if the CEA put forward a statement agreeing with that stance or, if not, provided alternative guidance to Connecticut’s teachers.
While clarifying the First Amendment rights of teachers, Connecticut’s teacher unions should also join their fellow unions from around the country in making it extremely clear that the union will aggressively fight any efforts by a school district to harass, discipline or terminate any teacher who speaks out about a parent’s fundamental right to opt their children out of the Common Core tests.
In New York and in other locations around the country, the teacher unions have put state and local officials on notice that attempts to punish teachers for speaking honestly about the testing scheme will be met with the full resources of the union.
Public attention and legal action have an impact.
In nearby Rhode Island, a teacher was suspended early this year for telling students about their opt-out rights. Following the suspension the backlash against the school district was immediate and significant and the teacher was soon re-instated. (See RI Teacher Suspended for Discussing Opt Out, Students Demand his Return.)
So, in addition to providing accurate information about the legal issues surrounding teachers and their First Amendment rights, the Connecticut Education Association and American Federation of Teachers – CT Chapter should be putting the State of Connecticut and Connecticut’s school districts on notice that any and all un-American efforts to tread on the Free Speech rights of Connecticut’s teachers will be meet with swift and overwhelming force.
Meanwhile, the most important thing that all citizens can do for their children and Connecticut’s teachers and public schools is to opt out of the unfair and discriminatory Common Core SBAC test.
Common Core, Connecticut Education Assocation, Opt-Out, Smarter Balanced Assessment Test, Standardized Testing CEA, Common Core, opt out, SBAC, Smarter Balanced Assessment Test, Standardized Testing
Following this past weekend’s CEA election, Connecticut’s largest union has begun a new television advertising campaign to push the “less testing, more learning message.”
While the TV ad urges the public to call state legislators in support of the CEA’s bill to phase out the SBAC test, the ad unfortunately fails to support the opt-out movement or even mention that Connecticut parents have a fundamental right to refuse to have their children take the unfair and discriminatory Common Core Smarter Balanced Assessment Consortium (SBAC) test.
During the recent CEA convention, the delegates did adopt a resolution in support of opt-out, but the message didn’t make it to their TV ad.
According to the CEA blog today,
“A new CEA TV commercial featuring Connecticut students, teachers, and parents is now on the air urging lawmakers to pass legislation ensuring less testing and more learning in our public schools. The commercial asks members of the public to call their legislators and ask them to amend Senate Bill 1095.
Watch the commercial below and then call your legislators and share how SBAC testing is affecting your students.”
You can see the TV ad by clicking the following link; https://youtu.be/B3K2z5kob7k
Meanwhile, around the nation, parents, students, teachers, teacher unions and elected officials continue the push back against the Common Core testing scheme. Here are just an example of the hundreds of recent newspaper articles on the opt out movement.
In California, Standardized Testing Sparks Backlash
In Delaware, House Overwhelmingly Supports Opt-Out Rights
In Florida, Citrus County School Board Calls on Governor to Suspend Testing Consequences
In Illinois, Illinois Legislature Still Considering Opt-Out Bill
In Louisiana, Test Overkill Fatigue
In Maine, Maine Testing Opt Out, Assessment Reform Movement Hits Legislature and Maine Moves to End Smarter Balanced Testing
In Minnesota, Minnesota Teachers Want Scores Thrown Out After Repeated Computer Test SNAFUs
In Missouri, Testing Misuses Students to Evaluate Teachers and Schools
In Montana, State Testing Will Not Come Close to 95% Participation
In New Hampshire, Legislature Sends Governor Bill Allowing Test Opt Outs
In New York, English Language Arts Test Opt Outs Topped 205,000 Statewide
In New Jersey, Bill to Restrict Use of Standardized Exams Continues to Advance
In North Dakota, New Smarter Balanced Computerized Testing Has Many Problems
In Ohio, House Overwhelmingly Votes to Reduce State Testing
In Oregon, One in Seven Portland Juniors Skipped Common Core Exams
In Pennsylvania, Students Opt Out of State Keystone Exams
In Texas, Study Finds College Readiness Declines When Public Schools Focus on Test Scores
In Vermont, Testing is Profitable But Not for Students
In Virginia, Virginia Parents Say “”No” to Standardized Tests and Parents Learn How to Keep Their Kids Out of Standardized Tests
In Washington, Students Protest Common Core Exams and Maryville, Washington, Teachers Hold One-Day Strike Over Funding, Testing
In Wisconsin, Assembly Passes Bill to Skip Test-Based School Report Cards
Common Core, Connecticut Education Assocation, Opt-Out, Smarter Balanced Assessment Test CEA, Common Core, opt out, SBAC, Smarter Balanced Assessment Test
Congratulations to Sheila Cohen and Jeff Leake on their re-election and a big thank you to Martin Walsh and Scott Minnick for running for and helping to push the CEA forward on the critical opt out issue.
As reported by the CEA Blog,
“Teacher leaders from across the state took decisive action today to strengthen the organization’s position on the right of parents to opt their children out of high-stakes standardized tests and re-elect CEA President Sheila Cohen and Vice President Jeff Leake overwhelmingly.
The motion on opting out was unanimously adopted by teachers who were delegates to the CEA Representative Assembly (CEA RA), the highest policymaking body of the Association.
CEA has long supported the right of parents to make critical decisions about their children’s education. Today’s vote goes a step further by putting the full weight the CEA RA behind that position and providing great detail about teachers’ objectives in ensuring less testing and more learning in Connecticut public schools.
Essential components of the motion include:
- Call on state policymakers and local school districts to formulate and pass legislation and policies that allow school employees to discuss standardized tests with parents and inform them of their ability to exclude children from state and/or district standardized tests.
- Call on state lawmakers and school districts to formulate and pass legislation and policies that allow school employees to provide parents with their opinions on whether students would benefit from exclusion from a state/and or district standardized test and that no adverse action or discipline would be taken against employees who engage in such discussion.
- Provide that a school and its employees would not be negatively impacted due to a student not taking a state and/or district-level standardized test, such as by ensuring that students who are opted out of standardized tests by a parent or guardian are excluded from performance calculations for state and local accountability measures and from employee evaluations.
- Reexamine public school accountability systems throughout the state, and develop a system based on multiple forms of assessment that do not require extensive standardized testing, that more accurately reflects the broad range of student learning, and is used to support students and improve schools.
Also at the Convention,
The 2015 Connecticut Teacher of the Year, Cara Quinn, said that poverty is a problem that cannot be ignored. “Collectively we have the power to advocate for real and tangible things that will make a difference for our poorest students and families. First, we can insist that the state’s educational cost sharing grant is completely funded. We can push for universal, free, pre-K programs for all of our children living in priority school districts.”
She continued that teachers should work to protect funding for wrap-around services that meet the social, emotional, and medical needs of our students. She emphasized, “We can make phone calls, send emails, and meet with our legislators and tell them that we demand action on these issues. These are simple things that will make a profound difference for our kids.”
She concluded, “As teachers, we are the champions of equity and justice. As teachers, as citizens who vote, we can make these things a reality.
American Federation of Teachers, Common Core, Connecticut Education Assocation, Malloy, Opt-Out, Smarter Balanced Assessment Test, Vo-Tech High Schools AFT-CT, CEA, Common Core, Malloy, opt out, SBAC, Smarter Balanced Assessment Test
Connecticut’s two major teacher unions, the Connecticut Education Association and the American Federation of Teachers – Connecticut Chapter are meeting tomorrow to elect officers.
Word is spreading that the American Federation of Teachers will finally get a president who is actually an educator and will speak up and fight for the interests of the teachers who are members of the AFT-CT, in addition to the union’s health care affiliated members.
Multiple sources confirm that Jan Hochadel, who presently serves as the President of the State Vocational Federation of Teachers, appears poised to become the AFT-CT next president at tomorrow – May 15, 2015 – AFT-CT convention which will be taking place in Southington, Connecticut.
The selection of an educator to lead the AFT-CT would be a major leadership shift for the AFT-CT, a union that has been one of the loudest apologists for Governor Dannel Malloy, despite Malloy’s unprecedented and ongoing assault on teachers, the teaching profession and Connecticut’s public schools.
In particular, the news means former state senator and Malloy ally Melodie Peters would be out of the job.
Jan Hochadel’s career has been dedicated to the Connecticut Technical High School System, its teachers and 11,000 students who annually attend Vo-Tech high schools in the state. The State Vocation Federation of Teachers is the union that represents teachers as these state run high schools.
The change in leadership would certainly send a strong message to government officials, not only about the importance of teachers and teaching, but the value of Connecticut’s Vo-Tech high schools which have been reeling as a result of budget cuts and abusive initiatives implemented by recent Republican and Democratic governors.
In his first term, Governor Malloy actually proposed disbanding Connecticut’s historic Vo-Tech system and farming the individuals schools out to local school districts.
In her present capacity as president of the State Vocational Federation of Teachers, Jan Hochadel is known as a leading advocate for vo-tech education at both the state and federal level.
In addition to fighting for better state funding and support for Connecticut’s Vo-Tech high schools, she recently served as a featured speaker at a major Washington D.C. Capitol Hill briefing last month about strategies to improve Career and Technical Education (CTE) in the United States.
The change in leadership would come as especially good news to the students at Connecticut’s Vo-Tech high schools who have been particularly hard hit by the negative aspects of the rapid move to the Common Core and the implementation of the unfair Common Core SBAC testing scheme.
Not only have the Vo-Tech schools been required to implement the new Common Core standards without the appropriate resources to make it happen, but the system’s state administrators have been among the worst offenders when it comes to misleading students and parents about the Common Core SBAC testing requirement.
In recent weeks numerous Vo-Tech high school students or their parents have reported that they have been misled, harassed and told that they must take the Common Core SBAC test in order to graduate, a requirement that clearly violates state law.
A new leader for AFT-CT would provide the nationally renowned union with a unique opportunity to return to a leadership position on behalf of public education in Connecticut.
More on this breaking story as it develops.
The CEA convention starts this evening with an election for officers tomorrow. Challengers Martin Walsh and Scott Minnick are challenging the incumbent slate of Sheila Cohen and Jeff Leake for the position of President and Vice President. Walsh and Minnick have been especially vocal on behalf of the Common Core SBAC opt-out movement and have been pushing the CEA to join the opt-out effort here in Connecticut.
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This is an EMERGENCY request for information;
Connecticut law specifically prohibits school districts from requiring students to take the state “Mastery Test” in order to graduate.
However, in unethical, immoral and unprofessional attempt to stop students from opting out or being opted out of the unfair and discriminatory Common Core testing scheme, a number of Connecticut schools are telling students that the SBAC test is a graduation requirement.
A number of parents, students and community members have already forwarded evidence about the bullying and harassment that is taking place in particular schools and districts.
Your assistance in determining the extent of the abusive tactic is critically important.
If you know of a high school or school district that is misinforming students that must take the Common Core SBAC test in order to graduate or are otherwise misleading or lying to students or parents about the SBAC test, please send the details immediately to [email protected]
Please provide as many details as possible, including, any emails, documents or other evidence of the abuse.
The name of the principal, assistant principal or other school official engaged in this unethical action is also requested.
The source of any information will be kept strictly confidential. The actual documents can be kept confidential, if requested, but please do send along the information so that a master list can be put together of schools, school districts and school administrators who are failing to perform their duties in an appropriate and ethical manner.
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Guess what? When it comes to the Common Core SBAC test and other unfair and discriminatory standardized tests, students from rich families tend to do better and student from poor families tend to do worse.
The following assessment of what influences standardized test scores comes from education researcher Christopher Tienken via education blogger Peter Greene.
Peter Greene is a fellow education advocate, an educator and one of the country’s leading education bloggers. His blog is called Curmudgucation. Christopher Tienken is an associate professor of Education Administration at Seton Hall University, a former school administrator and teacher and an expert on the factors that influence standardized test scores. His work can be found at http://christienken.com/
Being that the information presented below is academic, fact-based and intellectual, some elected officials won’t take the time to read it or perhaps understand it, but the information confirms what has been understood and discussed by opponents of the Common Core SBAC testing and other inappropriate standardized testing schemes.
The information proves – yet again – that standardized test scores are driven primarily by factors far beyond the control of the classroom teacher. Poverty, English Language proficiency and unmet special education needs are all key factors in producing lower test scores.
As Green and Tienken explain – Standardized Test Scores ARE NOT related to grades, teaching techniques, pedagogical approaches, teacher training, textbook series, administrative style or curriculum evaluation…. They are a product of the socio-economic characteristics of the students taking the test.
Thanks to the Common Core and the Common Core Testing scam, while raising taxes and cutting education programs, Connecticut will spend approximately $100 million on the SBAC testing this year to tell us that the rich do well and the poor do poorly on the fraud of a test.
Just take a look at the following;
Good News! We Can Cancel The Tests Now! (By Peter Greene)
Christopher Tienken is a name you should know. Tienken is an associate professor of Education Administration at Seton Hall University in the College of Education and Human Services, Department of Education Leadership, Management, & Policy. Tienken started out his career as an elementary school teacher; he now edits American Association of School Administrators Journal of Scholarship and Practice and the Kappa Delta Pi Record.He and his colleagues have done some of the most devastating research out there on the Big Standardized Tests.
Tienken’s research hasn’t just shown the Big Standardized Tests to be frauds; he’s shown that they are unnecessary.
In “Predictable Results,” one of his most recent posts, he lays out again what his team has managed to do over the past few years. Using US Census data linked to social capital and demographics, Tienken has been able to predict the percentage of students who will score proficient or better on the tests.
Let me repeat that. Using data that has nothing to do with grades, teaching techniques, pedagogical approaches, teacher training, textbook series, administrative style, curriculum evaluation— in short, data that has nothing to do with what goes on inside the school building– Tiemken has been able to predict the proficiency rate for a school.
“For example, I predicted accurately the percentage of students at the district level who scored proficient or above on the 2011 grade 5 mathematics test in 76% of the 397 school districts and predicted accurately in 80% of the districts for the 2012 language arts tests. The percentage of families in poverty and lone parent households in a community were the two strongest predictors in the six models I created for grade 5 for the years 2010-2012.”
Tiemken’s work is one more powerful indicator that the BS Tests do not measure the educational effectiveness of a school– not even sort of. That wonderful data that supposedly tells us how students are doing and provides the measurements that give us actionable information– it’s not telling us a damn thing. Or more specifically, it’s not telling us a damn thing that we didn’t already know (Look! Lower Poorperson High School serves mostly low-income students!!)
In fact, Tiemken’s work is great news– states can cut out the middle man and simply give schools scores based on the demographic and social data. We don’t need the tests at all.
Of course, that would be bad business for test suppliers, and it would require leaders to focus on what’s going on in the world outside the school building, so the folks who don’t want to deal with the issues of poverty and race will probably not back the idea. And the test manufacturers would lose a huge revenue steam, so they’d lobby hard against it. But we could still do it– we could stop testing tomorrow and still generate pretty much the same data. Let’s see our government embrace this more efficient approach!!
And for the original source of information read – Predictable Results (by Christopher Tiemken)
Colleagues and I used US Census data to predict state test results in mathematics and language arts as part of various research projects we have been conducting over the last three years. Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state’s mandated standardized tests, without using any school-specific information such as length of school day, teacher mobility, computer-to-student ratio, etc.
We use basic multiple linear regression models along with factors in the US Census data that relate to community social capital and family human capital to create predictive algorithms. For example, the percentage of lone parent households in a community and percentage of people in a community with a high school diploma are two examples of community social capital indicators that seem to be strong predictors of the percentage of students in a district or school that will score proficient or above. The percentage of families in a community with incomes under $25,000 a year is an example of a family human capital indicator that has a lot of predictive power.
In all, our regression models begin with about 18-21 different indicators. We clean the models and usually end up with 2-4 indicators that demonstrate the greatest predictive power. Then we enter those indicators into an algorithm that most fourth-graders, with an understanding of order or operations, could construct and calculate. Not complicated stuff.
Our initial work at the 3rd-8th and 11th grade levels in NJ, and grades 3-8 in CT and Iowa have proven fairly accurate. Our prediction accuracy ranges from 62% to over 80% of districts in a state, depending on the grade level and subject tested.
In one study soon to be published in an education policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey’s former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the study.
For example, I predicted accurately the percentage of students at the district level who scored proficient or above on the 2011 grade 5 mathematics test in 76% of the 397 school districts and predicted accurately in 80% of the districts for the 2012 language arts tests. The percentage of families in poverty and lone parent households in a community were the two strongest predictors in the six models I created for grade 5 for the years 2010-2012.
Colleagues and I predicted the percentages of students scoring proficient or above for grades 6,7,8 during the 2009-2012 school years as well. For example, we predicted accurately for approximately 70% of the districts on the 2009 NJ mathematics and language arts tests. Recently, another colleague and I predicted the grade 8 NJ mathematics and language percentages proficient or above for over 85% of the almost 400 districts in our 2012 sample.
The results from Connecticut and Iowa are similar, with accurate predictions in CT on all tests grades 3-8 ranging from approximately 70% to over 80%. The Iowa predictions were accurate in approximately 70% of the districts.
Being a “rich” district or a “poor” district had no bearing on the results. We accurately predicted scores for “rich” and “poor” alike. The details will be published in upcoming books and journals so stay tuned.
The findings from these and other studies raise some serious questions about using results from state standardized tests to rank schools or compare them to other schools in terms of standardized test performance. Our forthcoming results from a series of school level studies at the middle school level produced similar results and raise questions about the appropriateness of using state test results to rank or evaluate teachers or make any potentially life-impacting decisions about educators or children.
So Connecticut parents and taxpayers;
When you are being abused or hearing about children and parents being abused and harassed for opting out of the unfair and discriminatory Common Core SBAC test or when you are paying more in taxes and watching important school programs and services cut, now that thanks to our elected and appointed officials we are pissing away $100,000,000.00 a year forcing children to take a test that will tell us that students from rich families tend to do better and student from poor families tend to do worse on standardized tests.
Common Core, Malloy, Opt-Out, Smarter Balanced Assessment Test, Standardized Testing, State Representative Andy Fleischmann Common Core, Malloy, opt out, SBAC, Smarter Balanced Assessment Test, Standardized Testing, State Representative Andy Fleischmann
Vermont, like Connecticut, is a member of the Smarter Balanced Assessment Consortium (SBAC).
However, while Connecticut officials charge forward with the Common Core SBAC test program; officials in Vermont are applying the brakes having recognized that there is NO evidence that the test scores from the SBAC test will be a statistically valid measure of student performance.
On March 17, 2015 the Vermont State Board of Education unanimously adopted a resolution suspending the use of the SBAC test results. The resolution explained.
“[U]nless empirical studies confirm a sound relationship between performance on the SBAC and critical and valued life outcomes (‘college and career-ready’), test results should not be used to make consequential judgments about schools and students.”
-Vermont State Board of Education March 20, 2015
But 199 miles to the south, Connecticut Governor Dannel Malloy and the House Chair of the legislature’s Education Committee, Andy Fleischmann, don’t need to hear about studies or facts that would tell them that the test is designed to fail the vast majority of Connecticut’s children, they are confident that the test is good, useful and valid.
But the fact is that according to the reports provided by the Smarter Balanced Assessment Consortium (SBAC), only about 32 percent of Connecticut’s 8th graders will “pass” this year’s SBAC math test. The projected number of African American children who will receive passing grades on the SBAC math test is only 15 percent, while the number of Latino expected to receive a passing grade is 19%. Less than 8 percent of students who require special education services are projected to get passing grades and for children who are not proficient in English, only 5 percent are expected to pass the math portion of the 8th grade SBAC test. The pass/fail rate is similar for students in grades 3-8, as well as for high school juniors who are taking the SBAC test this year.
But despite having clear and stark evidence that proves the SBAC test is unfair and discriminatory, Connecticut’s Democratic governor and one of the leading Democratic state legislators responsible for education policy in Connecticut are actually applauding the value and appropriateness of the SBAC test.
According to a today’s article, here is what the two told the CT Mirror,
“I think the Smarter Balanced test is the right test. A lot of work has gone into developing that and, you know, I think that we are actually seeing success with it being given and making real progress.”
– Governor Dannel Malloy May 13, 2015
“That test does show to be robust and valid.”
– State Representative Andy Fleischmann, Chair CT Education Committee 5/13/2015
State officials saying that a test designed to fail the vast majority of our child and clearly discriminates against children of color and children who require special education services is the “right test” and shows to be “robust and valid.”
The level of ignorance and stupidity would almost be funny if it wasn’t for the fact that these two individuals play such a major role in deciding education policy in Connecticut and therefore, the fate of our children.
Forcing children to take the Common Core SBAC test is nothing short of child abuse.
But none of these “public servants” — or their colleagues and allies —- are willing to step forward to protect Connecticut’s children or even to publicly recognize and support a parent’s fundamental right to opt their children out of the Common Core SBAC test.
Not Malloy, not Lt. Governor Nancy Wyman, not Democratic state legislators, not the leadership of the Connecticut Education Association or the American Federation of Teachers-Connecticut Chapter.
But really – intentionally, inappropriately and repeatedly labeling children as failures when they are not is an insidious and disgusting form of child abuse and yet these officials simply turn their heads away and allow the abuse to go on unchecked.
It doesn’t have to be this way.
For those who want to read more about Vermont’s approach start with fellow education advocate Wendy Lecker’s recent piece entitled The truth about the SBACs.