Why Test-Score-Obsessed Secretary of Education Arne Duncan Deserves His Own "F"
Secretary of Education Arne Duncan wants teachers to be publicly tagged with ratings linked to their students' test scores. "What's there to hide?" he often asks, but perhaps the question is better reserved for himself. In her new post "Flunking Arne Duncan," Diane Ravith grades the Secretary of Ed. on whether his policies improve America's public schools and benefit students and teachers, and it is heavy with Fs:
Have the policies promulgated by Duncan been good for the children of the United States?
No. Most parents and teachers and even President Obama (and sometimes Duncan himself) agree that “teaching to the test” makes school boring and robs classrooms of time for the imaginative instruction and activities that enliven learning. The standardized tests that are now ubiquitous are inherently boring. As President Obama said in his State of the Union address, teachers should teach with “creativity and passion,” but they can’t do that when tests matter so much. Spending hours preparing to take pick-the-bubble tests depresses student interest and motivation. This is not good for children. Yet Duncan’s policies—which use test scores to evaluate teachers and to decide which schools to close and which teachers to pay bonuses to—intensively promote teaching to the test. This is not good for students. Grade: F.
Do Duncan’s policies encourage teachers and inspire good teaching?
No. Duncan’s policies demean the teaching profession by treating student test scores as a proxy for teacher quality. A test that a student takes on one day of the year cannot possibly measure the quality of a teacher. (Officially, the administration suggests that test scores are supposed to be only one of multiple measures of teacher quality, but invariably the scores outweigh every other component of any evaluation program, as they did in New York City’s recent release of the teacher ratings.) Nor do most teachers want to compete with one another for merit pay ... Grade:F
Will Duncan’s policies improve public education?
No. Under pressure to teach to tests—which assess only English and math skills—many districts are reducing the time available for teaching the arts, history, civics, foreign languages, physical education, and other non-tested subjects. (Other districts are spending scarce dollars to create new tests for the arts, physical education, and those other subjects so they can evaluate all their teachers, not just those who teach reading and mathematics.) Reducing the time available for the arts, history, and other subjects will not improve education. Putting more time and money into testing reduces the time and money available for instruction. None of this promotes good education. None of this supports love of learning or good character or any other ideals for education. Such a mechanistic, anti-intellectual approach would not be tolerated for President Obama’s children, who attend an excellent private school. It should not be tolerated for the nation’s children, 90 percent of whom attend public schools. Grade: F.
Ravith writes that we will shamefully remember today as the time "the nation turned its back on its public schools, its children, and its educators." So long as we abandon the youth, we sacrifice the future.
Read more about how Duncan is failing our children here.