How School Administrators Tried to Bully My Daughter into Taking a Meaningless Test
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We were soon to find we were part of our very own sociological research experiment entitled: “The effect on rational adults when their security is threatened by a high achieving student.” Although educators and administrators at her school quietly conceded that they felt the test was not necessarily in the best interest of students, my daughter soon was coming home with stories of teachers and administrators cajoling, begging and bullying in an effort to sway our thinking. She shared teachers’ comments including, “You’re being irresponsible," ”You’re not supporting the school," and “You’re being selfish.”
The issue was on the top of my list as I headed to parent/teacher conferences last week. I began my conferences with my daughter’s English teacher. The teacher shared with me that my daughter was performing well in her class and was “mature above her years.” I then broached the subject of the CSAP/TCAP and our philosophical struggle with taking the test. I shared our thoughts about possibly opting my daughter out and the idea of her spending the time writing to her legislators. I must admit, I had hoped that this English teacher would somehow recognize a student’s critical thinking skills and the coinciding opportunity for that student to articulate her ideas in writing in an impacting way. Instead, I was told, “If your daughter does not take the test, she will not be considered part of the school community, and I would suggest that you look at privately educating her.”
The teacher would prefer that I take my daughter, who currently ranks 13th in her class, out of Denver Public Schools because we are questioning the validity and reliability of state testing and are considering opting out. The teacher [then] suggested that I speak to an administrator if I had further questions or concerns. I confirmed that I would do that, but, before leaving, I wanted assurance that my daughter would not be impacted in her classroom as a result of this choice. I was told, “That remains to be seen.”
My ensuing conversation with the administrator brought to light the staff’s underlying fear of my advanced scoring child opting out and the school not being able to record her score. There was discussion of teachers losing their jobs, the school being reconstituted and the administrator not being able to put food on his table, all as a result of my 14-year-old daughter not taking a test – a test [for] which everyone already knows the ultimate outcome.
Fear is an interesting phenomenon and one that is increasingly driving the decisions that are made in our schools and classrooms. My National Board accreditation, which was just touted at the Capitol as representative of the highest ideals of teaching, continually stresses (and achievement is dependent on) making decisions based on the bottom-line impact of what is best for our children. I know, as evident by our recent experience, that this is not what is currently driving education. I would urge legislators to consider this as they continue to make the decisions that impact our schools, our administrators, our teachers and most importantly, our children.
A National Board Certified Teacher and parent
An additional comment from the writer of this letter: As I’ve shared our experience with others, many have wondered about the educator reactions. People have asked why the teachers and administrators, who often voice concern and frustration over these tests, reacted as they did. I believe the high stakes nature of the tests drive these reactions. Educational professionals are well aware that their pay, reputation, freedoms and overall job security are dependent on the tests. They are stuck in a horrible place of promoting something that many (most) feel are not in the best interest of their students; they are powerless to fight back. Although I was surprised and concerned with the reaction to our choice, school personnel are not fully responsible. This responsibility falls on our legislators who continue to support these tests through continued funding and mandates.