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Diane Ravitch Urges Boycott of Standardized Tests, Saying They Do Nothing for Kids But Make Testing Companies Rich

I am very glad that I attended public school during a time when we seldom, if ever, took a standardized test. On the rare occasion when we did, there were no consequences attached to our test scores. Our teachers saw our scores, but we did not. She or he learned something about how we were progressing or not. There was no time devoted to test prep, because the tests didn't matter. Practicing for a test would have been like "practicing" for a visit with the doctor. It makes no sense.

Today, standardized testing has become so ubiquitous that students in public schools are tested every year from grades 3 through 8, a reminder of the No Child Left Behind law, which left many children behind. For some reason, the policymakers in D.C. thought they knew more than professional educators about how to improve education. Test every child every year. Threaten teachers and principals with stiff penalties, including being fired or having their school closed. If scores went up, and sometimes they did, it didn't mean that children were better educated. It may have meant that they were worse educated because their school sacrificed the arts, history, civics, and other activities for the sake of prepping for the all-important tests.

Nevertheless, state leaders became persuaded that tests were good; the more tests the better. Most states are now giving tests that their own legislators would not be able to pass. There ought to be a law that no legislator may impose any test that he or she can't pass. If they took the tests and released their own scores, the testing mania would disappear.

Since that won't happen, the next best thing is civil disobedience. Opt out. Don't let your child take the tests. This a legitimate way of expressing your voice, which is otherwise ignored.

The single most important thing you need to know about the state tests is that they are utterly useless and without any value. The results come back in the summer or fall, when the student has a different teacher. Neither students nor teachers are allowed to discuss the questions on the test, so no one learns anything from them. Teachers are not given a diagnostic report for each student, just rankings. Why do you need to know that your child is a 38 or 48 or 68? How does that help her? What information can you glean from a ranking? None.

Testing today is like visiting the doctor for a regular check-up and learning that your results will be ready in four months, not next week. When the results come in, you are told you are a 12 on a scale of 15. You anxiously ask the doctor, what does that mean? He says, "I am not allowed to tell you." He gives you a few other numbers to show how you rate as compared to others of your height and weight, but he prescribes nothing because he is not able to learn anything from the scores and ratings.

A genuinely diagnostic test would be one where students and teachers could discuss the questions and answers. They would learn what the student got right and wrong. They would discuss whether the "right answer" was reasonable. If the student could make a better case for his answer, then his score could be changed. The teacher would learn where the students needed extra help. The teacher would learn which topics she had not given enough attention to.

But that is not the way standardized testing works today. Their contents are copyrighted. The testing corporations fiercely protect the secrecy of their questions and answers.

Their defenders think that the tests produce something that teachers need to know. They are not. They are producing numerical ratings and rankings that have no value. They are generating profits for the testing companies.

They are useless.

The best way to get this point across to the policymakers in your state and in Washington, D.C., is to refuse the tests. Do not take them. Send a message. This is the only way you can liberate your children from tests that have no value and that steal time from instruction and play. Defend your child. Defend the joy of learning.

Opt out.

Betsy DeVos Confirmed Despite Massive Protests

The confirmation of Betsy DeVos as Secretary of Education is an outrageous insult to the millions of people who send their children to public schools, to the millions of students who attend public schools, to the millions of educators who work in public schools, and to the millions of people–like me–who graduated from public school.

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Please Write and Tweet John Oliver to Thank Him for His Program Revealing Charter Fraud

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Diane Ravitch: The Crisis in Education Is That the Super Wealthy Corporate Education System Wants to Destroy Public Schools

It has become conventional wisdom that “education is in crisis.” I have been asked about this question by many interviewers. They say something like: “Do you think American education is in crisis? What is the cause of the crisis?” And I answer, “Yes, there is a crisis, but it is not the one you have read about. The crisis in education today is an existential threat to the survival of public education. The threat comes from those who unfairly blame the school for social conditions, and then create a false narrative of failure. The real threat is privatization and the loss of a fundamental democratic institution.”

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Charter School Nonsense: No, Hedge Fund Billionaires Aren't Going to Save All the Children

Yesterday was a school day in New York City. Across the city, over one million children were in class.

But not the children of Eva Moskowitz's Success Academies! They (and possibly some allied charters) held a mass rally at Cadman Plaza Park in Brooklyn. The park was lined with rented buses. As the children and their parents stepped off the buses, an adult handed them a hand-lettered sign to carry, demanding more support for charter schools.

There were multiple buses for the recording and video services. This was a well-funded, professionally orchestrated demonstration of support for privatization. If public schools closed for a political rally, their principals would be fired.

The children and parents all wore identical red tee-shirts, with the slogan “Dont Steal Possible.” This slogan works nicely in suggesting that someone is trying to close down charter schools, and this imminent threat to their survival must be stopped.

In fact, as is typical with reformer slogans, the opposite is true. Eva and her billionaire hedge fund backers get whatever they want from Governor Andrew Cuomo and the state legislature. And they aim to “steal” space and resources from the beleaguered public schools. They merrily “steal possible” from children with disabilities, children who are English language learners, and children who are homeless, none of whom are wanted by Eva’s Success Academies because they might not get high scores.

The theme of the day was “equality for all children.” A large banner across the top of the speakers’ podium read, “We Fight for Equality.” This is ironic since the typical complaint about charter co-locations is that the charters have more resources, the charters get whatever they want, the charters create “separate but equal” schools within the same building.

It is also ironic that children and parents were rallying for “more charters,” because they are already enrolled in a charter. The children can attend only one charter, right? The beneficiaries of the rally are not the children but charter founders. The more charters they open, the more funding they receive.

It is true that Eva’s schools get very high test scores, much higher than other charter schools. If she has the secret sauce of success, why not include all children, not just the chosen ones? Maybe she should take charge of all the city’s 1.1 million students and show what she can do.

If she truly wants “equality for all,” let her bring the hedge fund billionaires and her secret sauce to save all the children. No cherry picking. No skimming. No exclusion of children who have cognitive or emotional disabilities. All means all. Why not find out if she means what she says?

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The New York Times Magazine has a long article about Eva Moskowitz and her chain of charter schools in New York City. The charter chain was originally called Harlem Success Academy, but Moskowitz dropped the word “Harlem” when she decided to open new schools in gentrifying neighborhoods and wanted to attract white and middle-class families.

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Chicago Principal Speaks Out: Emanuel Administration Demonstrates 'Complete Incompetence'

A few days ago, I posted a letter by Troy LaRaviere, a principal in a Chicago elementary school, protesting the administration’s indifference to the views of the system’s professionals. He wrote boldly about efforts to stifle criticism and enforce a compliant attitude.

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