You have heard about Seattle’s fight for a $15 minimum wage, or the teachers who organized a mass boycott of the MAP test. But you might not be aware of the newest movement–organized for one of the most basic human rights–that was recently ignited in the emerald city: The struggle for the right to play.
Parents and educators across Seattle are taking action to defend their children’s right to ample time for recess and lunch. Parents and students at Whittier Elementary school set this movement in motion when they voiced objection to the school reducing lunch and recess time from 40 minutes to half an hour–gaining important local TV and media attention. Parents at Leschi Elementary soon launched an online petition that has gathered nearly a thousand signatures in a few short days. Now there is a city-wide organization of parents, students, and teachers called, “Lunch and Recess Matter.” Lunch and Recess Matter is organizing a rally at the Seattle School District headquarters before the November 5th school board meeting (If you have a message of solidarity, relevant research, or attend a school with an important recess story, please contact me).
A couple of weeks ago I wrote an editorial for the Seattle Times, with the headline, “Schools Need to Learn the Importance of Recess” where I pointed out preparation for high-stakes exams is leaving little time for students to solve problems on the playground. Now there are over a dozen schools in the district with less than 20 minuets of recess time. I also pointed to the fact that the fastest shrinking recesses are in school the serve predominantly low-income and students of color. I could have never known that it would contribute so quickly to such vibrant organization across the school district. All the research backs up this nascent movement in Seattle for recess, including findings by the American Academy of Pediatrics that “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.”
It is now clear that parents and educators are no longer willing to see their children’s education and health be degraded through the gradual elimination of recess. It’s time for the Seattle School District–and districts across the nation–to listen to the research, the parents, the students, and the educators: restore recess now!
Jesse Hagopian teaches history and co-advises the Black Student Union at Garfield High School. His forthcoming edited book “More Than a Score: The New Uprising Against High-Stakes Testing” includes a foreword by Diane Ravitch, introduction by Alfie Kohn, and an Afterward by Wayne Au (Haymarket, December).
“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” – Mr. Rogers
The Seattle Times published my op-ed today on how the Seattle Public Schools are following a national trend in the reduction of recess time and the increase of time spent on preparing for standardized tests. I also point to a recent study that shows it is more often Seattle schools which serve predominantly students of color that have reduced recess, despite the overwhelming research from the American Academy of Pediatrics (and many others) that recess contributes to the cognitive, physical, social, and emotional well-being of children and youth. Please read my op-ed at the Seattle Times, leave a comment, and share the article with your PTA, union, or community organization. Our movement to reclaim education from corporate reformers must also reclaim the playground!
Special to The Times
MY 5-year-old is bursting at the seams with excitement with the start of kindergarten this year.
Jesse Hagopian teaches history and co-advises the Black Student Union at Garfield High School. His forthcoming edited book “More Than a Score: The New Uprising Against High-Stakes Testing” includes a foreword by Diane Ravitch, introduction by Alfie Kohn, and Afterward by Wayne Au (Haymarket, December).
I am thrilled to announce that Kenzo Shibata, writing for the current issue of The Nation magazine, named the forthcoming book I edited, More Than a Score: The New Uprising Against High-Stakes Testing, to the list of “5 Books to Build a Movement for Education Justice.” The book’s forward was written by Diane Ravitch, the introduction by Alfie Kohn, and the afterward by Wayne Au.
Shibata wrote in part, “More Than a Score collects narratives from teachers, parents, students, academics and elected union leaders describing the growing grassroots resistance to testing gone mad.”
I am greatly honored that our book made this list with such a wonderful collection of must read volumes in defense of public education, including, SCHOOL REFORM, CORPORATE STYLE: Chicago, 1880–2000, by Dorothy Shipps, THIS IS NOT A TEST: A New Narrative on Race, Class, and Education, by José Vilson, THE TEACHER WARS: A History of America’s Most Embattled Profession, by Dana Goldstein, and STRIKE FOR AMERICA: Chicago Teachers Against Austerity, by Micah Uetricht.
Please share this list of books with everyone you know who longs for the day when the “testocracy” no longer runs our schools and educators, parents, and students are respected. When the book is released, I hope to make it to a town near you on a book tour to help speed up that day.
Pre-order available for More Than a Score
Edited by Jesse Hagopian, Foreword by Diane Ravitch, Introduction by Alfie Kohn, Afterword by Wayne Au
A valedictorian shares the speech she delivered to her graduating class about why her test scores don’t make her any smarter than the rest of her peers and why you should contact a state legislator to oppose turning students into a score.
A parent explains how the tests sunk her child into despair and how she found the strength to organize a mass opt out campaign of thousands of parents across her district.
A superintendent tells of the words uttered by a state legislator that made him an activist–and the action that he took to help defeat ten out of the fifteen high-stakes test that were required in his state for graduation.
We are in the midst of the largest uprising against high-stakes testing in US history and I am thrilled to announce that the forthcoming book that I edited and contributed to, More Than a Score: The New Uprising Against High-Stakes, is now available for pre-order. I hope that the stories of resistance from front-line fighters, as well as analysis from some of the most renowned educators, inspire you to join this movement to reclaim and transform public education.
“…the Gates Foundation agrees with those who’ve decided that assessment results should not be taken into account in high-stakes decisions on teacher evaluation or student promotion for the next two years, during this transition.”
— Vicki Phillips, director of the U.S. education program at the Bill & Melinda Gates Foundation
How do you know the United States is currently experiencing the largest revolt against high-stakes standardized testing in history?
Because even the alchemists responsible for concocting the horrific education policies designed to turn teaching and learning into a test score have been shaken hard enough to awaken from the nightmare scenario of fast-tracking high-stakes Common Core testing across the nation. The Bill & Melinda Gates Foundation issued a stunning announcement on Tuesday, saying that it supports a two-year moratorium on attaching high-stakes to teacher evaluations or student promotion on tests associated with the new Common Core State Standards.
Labor journalist Lee Sustar put it perfectly when he said of the Gates Foundation’s statement, “Dr. Frankenstein thought things got out of hand, too.”
The mad-pseudoscientists at the Gates Foundation have been the primary perpetrators of bizarre high-stakes test experiments in teacher evaluations, even as a growing body of research—including a report from the American Statistical Association—has debunked the validity of “value added method” testing models. The Gates Foundation has used its immense wealth to circumvent the democratic process to create the Common Core State Standards (CCSS) with very little input from educators. As Rethinking Schools editor Stan Karp wrote of the Common Core development process,
Because federal law prohibits the federal government from creating national standards and tests, the Common Core project was ostensibly designed as a state effort led by the National Governors Association, the Council of Chief State School Officers, and Achieve, a private consulting firm. The Gates Foundation provided more than $160 million in funding, without which Common Core would not exist… According to teacher educator Nancy Carlsson-Paige: “In all, there were 135 people on the review panels for the Common Core. Not a single one of them was a K–3 classroom teacher or early childhood professional.” Parents were entirely missing. K–12 educators were mostly brought in after the fact to tweak and endorse the standards—and lend legitimacy to the results.
And thus the Gates Foundation’s unnatural methods brought to life the Common Core State Standards. As parents, students, and teachers around the nation have grown tired of being the targets of hazardous corporate experimentation and excluded from major policy decisions about education, they have built the largest revolt against the use of high-stakes standardized testing in our nations’ history. Teachers at my own Garfield High School in Seattle refused to administer the district mandated MAP test last year. This year, teachers at Saucedo Elementary were threatened with the revoking of their teaching certificates for refusing to administer a state exam, but have continued in their civil disobedience. Some 33,000 parents in New York State alone have opted their children out of tests in the current school year. Students from Portland to Rhode Island have led rallies and walkouts against the tests.
The Providence Student Union recently gathered at the Rhode Island Statehouse, dressed as rodents, to protest a state-wide standardized test recently incorporated into high school graduation requirements. Jose Serrano, a sophomore at The Met School, addressed the crowd saying, “The reason we are dressed like guinea pigs and lab rats is simple — that is how we are being treated. (The Rhode Island Department of Education) had a hypothesis — that high-stakes testing alone, without the extra resources our schools need, would solve our educational problems and radically improve our proficiency. But this was nothing more than an experiment.”
So when the Gates Foundation writes that they, “agree with those who’ve decided that assessment results should not be taken into account in high-stakes decisions on teacher evaluation or student promotion for the next two years,” I take that to mean they have sided with our movement and activists like Jia Lee of the Earth School who is refusing to administer a CCSS test. I can only assume the Gates Foundation is getting ready to sign the petition and cut a check to support the group, “Teachers of Conscience,” responsible organizing this Common Core testing boycott.
The Gates Foundation may be attempting to corral a runaway anti-high-stakes testing movement by appearing to listen to the overwhelming numbers of people who are demanding an end to the use of test and punish mysticism in education. But in calling for a two-year dousing of cold water on the high-stakes attached to CCSS tests, the Gates foundation has only poured gasoline on a fire threatening to consume the multi-billion dollar Pearson corporation’s testing products around the nation. Imagine the confidence of the next group of teachers who refuse to administer high-stakes Common Core tests when they justifiably claim the creator of the Common Core doesn’t want them to administer it.
This latest backtrack by the Gates Foundation shows they are vulnerable to pressure. But the question remains, will the Gates Foundation pursue its call for constraining the testing creature it created with the same zeal as it showed in creating the Common Core? Will the Foundation use its undue influence and wealth to pressure states to drop the use of high stakes testing attached to Common Core tests? On June 26th, public education advocates from around the country will arrive in Seattle to protest at the global headquarters of the Gates Foundation. You should join them and find out if the Gates Foundation is brave enough to answer these questions.
While the Gates Foundation may be bending to the will of a popular revolt, it will take nothing short of mass civil rights movement to defeat its grotesque monster of high-stakes testing that is menacing our schools.
The Garfield High School Assessment Committee VS the Testocracy: We know how to run the schools better than billionaires
On Thursday of last week I attended a meeting of the Garfield High School Assessment Committee.
A report on one of many after school meetings may seem mundane. A committee of educators tasked with discussing assessment might appear innocuous. Yet that gathering of fifteen or so educators sharing their experience, expertise, and asking questions about alternatives to standardized testing was nothing short of sedition against a Testocracy that has attempted to silence teachers as it implements corporate education reform.
This team of dedicated educators forming the Garfield High School Assessment Committee was born out of the MAP test boycott last school year, which resulted in the Seattle School District backing away from its threat of suspending the boycotting teachers and ultimately—a year ago this month—forced the district to make the test optional at the high school level. From the very beginning of the MAP boycott, teachers at Garfield High School asserted that our strike against the test had nothing to do with shirking accountability to our students’ learning. We said that assessments are essential to teachers to help us understand where the student is in their zone of proximal development in order to scaffold their learning to advance their understanding of a given concept. And many of us simultaneously asserted that standardized testing, and the MAP test in particular, is a clumsy form of assessment that often hides more than it reveals about student knowledge–particularly the thought process and how a student arrived at particular answer. Worse, these tests primarily assess students’ ability to eliminate wrong answer choices and are too puny an instrument to measure collaboration, passion, imagination and a myriad of other qualities that are vital to the development of the whole child.
The Assessment Committee began the meeting by asking teachers why they were at the meeting and what types of assessments they were interested in learning about. As the list grew on the white board, so too did my confidence that collaboration of educators could enhance the education of our students–and that our collective action to assert the power of authentic assessment could serve as a beacon to educators around the country looking to reclaim classrooms from a Testocracy intent on grafting a business model onto education that reduces the intellectual process of teaching and learning a single score. Some of these teachers’ ideas included:
- Project-based learning coupled with performance-based assessment
- Interdisciplinary studies along with portfolios
- Student generated rubrics to assess their own work
- Students taking group assessments
- Teachers working collectively to assess student work
As my colleague Rachel Eells told the Times, “The MAP protest was really just the start of a deeper dialogue about how to we assess students in a meaningful way and how we use assessments to meaningfully inform instruction.” Garfield’s Assessment Committee has been meeting regularly all year and recently reported back to the staff at Garfield High School about a partnership our school has formed with a network of schools called the New York Performance Standards Consortium that has a waiver from the New York Regents exams and instead utilizes a sophisticated method of Performance Based Assessment. The Seattle Times recently ran an article about Garfield High School’s partnership with the New York Performance Standards Consortium,”New way to test? Garfield teachers explore New York model.”
I first became aware of the Consortium schools while attending a conference of the Advancement Project in Washington, D.C. last year. I had the pleasure of attending a panel with two teachers and a student who explained the power of their approach to performance based assessments that allowed students to do research over time, develop a thesis, and present their findings to a panel comprised of teachers, administrators, parents and community members. The student spoke movingly to how this approach to evaluation helped rescue the importance of school for him, and the teachers revealed that the Consortium Schools have higher graduation rates as compared with other demographically similar public schools in New York. After the presentation, I was delighted to meet the student and teachers, and they expressed their support for the MAP test boycott. Avram Barlowe, one of the founding teachers of the Consortium Schools asked me if Garfield teachers would be interested in attending workshops at the New York Performance Standards Consortium.
Avram then put me in touch with Phyllis Tashlik, one of the directors of the program, and over the course of the year our principal and a few of our teachers have made multiple trips to the Consortium Schools and have brought back with them invaluable insights into the learning process and assessment methods. This is what real education reform looks like: educators collaborating to share best practices to retake their profession from billionaires and their flunkies who know little about the craft of teaching.