Some 6,000 high school seniors in Washington are at risk of not graduating because they haven’t passed one of the myriad of high-stakes tests, including the Smarter Balance Assessment Consortium (SBAC) Common Core aligned language arts and math exams, as well as a biology end-of-course exam. These students could have met all the other requirements, excelled social and academically in school, and yet be denied a diploma from a test-and-punish political system that is completely out of control.
However, because of the massive uprising of the opt-out movement in Seattle, Washington State, and around the country, politicians are being forced to reconsider the testing graduation requirements. There are currently two bills in the Washington State legislature that could help alleviate the pain.
House Bill 1046 would complete eliminate the requirement to pass any of the high-stakes exit exams for graduation. Proponents of corporate education reform, such as Stand for Children and the Business Roundtable, opposed the House bill and the Senate then drafted Bill 5891, which would only eliminate the biology end-of-course exam as a requirement for graduation—until the year 2021.
On Thursday, the Washington State Superintendent of Public Instruction, Chris Reykdal, announced he is asking the legislature to reach a compromise that would suspend all of the graduation test requirements until 2019. Then students who don’t pass one of the exams would have six alternative ways to graduate, including reaching a minimum score on college-entrance exams or taking a college-level course.
Let’s be clear: Requiring exit exams to graduate has nothing to with what expert educators know about best practices for assessing students. In fact, Boston University economics professor Kevin Lang’s 2013 study, “The School to Prison Pipeline Exposed,” links increases in the use of high-stakes standardized high school exit exams to increased incarceration rates.
Let’s be clear about another thing: none of these proposals to lessen the cruelty of the testocracy would have been possible without rebellion from parents, students, educators, and community members who have demanded an end to over-testing. From the student walkouts of high-stakes tests, to the teacher boycotts, to the parent opt-outs, it has been the grassroots struggle that has proven most important in changing the narrative about abuses of standardized testing and the authentic assessment alternative.
One of the champions of this movement is Rita Green, the NAACP Education Chair for Seattle (and a three state region). Below is the testimony she gave before the Washington State Legislature on March 20, 2017 to demand they stop using high-stakes exams as graduation requirements. Read her story and then contact a Washington State Legislator to let them know our children are more than a score.
Hi my name is Rita Green, I am the Education Chair for the NAACP, representing the State of Washington, Oregon and Alaska.
I am here today to speak in support of removing and delinking the passage of SBAC as a graduation requirement.
First, These exam do not show, prove or measure the entire character or capabilities of students. These exams do not measure discrepancies for the students whose families pay for test prep classes to artificially drive up their test scores. [These tests measure]:
1) Working memory-how well your child can hold information in their mind & execute upon it.
2) Processing speed-how quickly your child can solve problems
3) Nonverbal reasoning- how well your child can solve problems for which they received no previous education all 3 of these are universal skills.
4) What is measured in these exams are verbal comprehension skills. This measures the cultural knowledge – words, Ideas and concepts that white people use. These are foreign to people of color because they have nothing to do with their experience and thereby makes these exams discriminatory.
Proficiency can be measured through Course Finals, and demonstration.
Second, my daughter Brittany never passed the Math [standardized test] WASL, because she missed a passing score by 6 points. In 2009 she graduated from High School. In 2013, Brittany graduated from Lincoln University with a BS in Criminal Justice and a Law Certificate. She worked one year for City Year at a school in Baton Rouge, LA. In 2014, she went back to school and graduated in 2016 with a Master’s Degree in Justice and Security Administration. Brittany plans to go back to school to get a PHD in 2018. This is a student who would not have graduated under the current WA State Graduation requirements.
How many other Brittany’s could our current law potentially hurt, harm or hinder?
The struggle for equitable education went to summer school, and the new school year is getting underway with leading Black organizations bolstering the movement against the central components of the corporate education reform agenda.
In an earthmoving decision for the education landscape, the NAACP — the nation’s oldest civil rights organization — voted at its July national gathering to call for “a moratorium on privately managed charter schools,” saying charter schools:
do not represent the public yet make decisions about how public funds are spent [and have] contributed to the increased segregation rather than diverse integration of our public school system…. Researchers have warned that charter school expansions in low-income communities mirror predatory lending practices that led to the sub-prime mortgage disaster, putting schools and communities impacted by these practices at great risk of loss and harm.
A moratorium would halt the granting of any more licenses to open new charter schools — that is, schools funded by the public but privately run and not accountable to democratically elected school boards. The NAACP announcement has corporate education reformers reeling. Rick Hess, director of education policy at the right-wing American Enterprise Institute, said that if local governments adopt the NAACP’s proposed moratorium, “It would give a permanent black eye to the sector.”
If the NAACP’s stance on charters would bruise the corporate agenda, then the declaration from the Movement for Black Lives — the newest civil rights coalition, comprised of dozens of grassroots organizations around the country — would flatline it altogether. The coalition released a policy platform at the beginning of August that called for, among other things, a moratorium on all out-of-school suspensions and the removal of police from schools, replacing them with positive alternatives to discipline and safety. It also called for a moratorium on charter schools and school closures, and full funding formulas that adequately weigh the needs of all districts in the state. The Movement for Black Lives wrote:
Sixty years since Brown v. Board of Education, the school-to-prison pipeline continues to play a role in denying Black people their human right to an education, and privatization strips Black people of the right to self-determine the kind of education their children receive. This systematic attack is coordinated by an international education privatization agenda, bankrolled by billionaire philanthropists such as Bill and Melinda Gates, the Walton Family, and Eli and Edythe Broad, and aided by the departments of Education at the federal, state, and local level…. Their aims are to undermine Black democracy and self-determination, destroy organized labor, and decolor education curriculum, while they simultaneously overemphasize standardized testing, and use school closures to disproportionately disrupt access to education in Black communities.
Indeed, billionaire philanthrocapitalists have upended education over the past 15 years by backing a series of major policy changes — codified in the No Child Left Behind Act, the Race to the Top initiative and the Common Core State Standards. These policies have badly damaged education for all kids and have had particularly harmful effects on Black and Brown communities. Today, increasing numbers of people have discovered that these reforms are in reality efforts to turn the schoolhouse into an ATM for corporate America.
While their program for corporate reform is being eroded by research and rising grassroots movements, the corporate reformers are clinging to one last glossy brochure in the public relations portfolio — the one with photos of Black youth on the cover and promises that all of these reforms are really about civil rights and defending kids of color.
The president of the pro-corporate reform group Democrats for Education Reform, Shavar Jeffries, scolded the NAACP for its opposition to charters: “It’s a divide between families who are served by charters and see the tangible effects that high-quality charters are having, and some who don’t live in the inner-city communities, where it becomes more of an ideological question versus an urgent life-and-death issue for their kids.”
What these neoliberal reformers know, but don’t want you to know, are the findings of a recent study on charter school discipline practices. This comprehensive analysis found:
- Black students at charter schools were suspended 6.4 percent more often than white students at the primary level and an astounding 16.4 percent more at the secondary level.
- 374 charter schools suspended 25 percent of their enrolled student body at least once.
- Nearly half of all Black secondary charter school students attended one of the 270 schools that was hyper-segregated (meaning at least 80 percent of the student body was Black) and where the aggregate Black suspension rate was 25 percent.
- 235 charter schools suspended more than 50 percent of their enrolled students with disabilities.
Also of great concern for neoliberal reformers is the Movement for Black Lives’ opposition to the abuses of standardized testing. With the rise of a mass movement of teachers, parents and students opting out of standardized testing, the multibillion-dollar testing industry has been scrambling for talking points to maintain its legitimacy. The industry’s latest strategy for containing the movement against test-and-punish education policy is to pretend it is aligned with the civil rights movement. Take this sophistry on behalf of the testocracy from the Education Post, a website funded in part by the Walmart-funded Walton Foundation:
Spreading misinformation about testing threatens one of the primary data points that can be used by parents, teachers and lawyers to fight for the civil rights of children who have been under-taught…. Every time someone opts their middle-class kid out of an exam, they are impacting the validity of data that could be used in a court case to prove that students’ civil rights are being violated in their schools. Every time someone spreads the lie that teachers can’t do their jobs because of standardized testing, they give credence to forces who don’t believe that teachers should be accountable at all.
Forget the fact that the nation’s largest public school systems have more cops than counselors. Forget the criminal underfunding of our schools. Forget the racist corporate textbooks rampant in our schools. The testocracy would have you believe that the primary problem in education — indeed the real obstacle to civil rights — is the parent who opts their kids out of a standardized test, or the teacher who explains how the curriculum is being warped by having to teach to the test.
What the testocracy doesn’t want you to know is that standardized testing is a multibillion dollar industry, with the average student in the American public school system taking an outlandish 112 standardized tests during their k-12 career. They don’t want you to know that many schools that serve Black and Brown students have become test-prep factories rather than incubators of creativity and critical thinking, with testing saturating education at even higher concentrations in schools serving low-income students and students of color. They don’t want you to understand the way high-stakes tests are being used around the country in service of the school-to-prison-pipeline. A review by the National Research Council concluded that high school graduation tests have done nothing to lift student achievement, but they have raised the dropout rate. When one test score can deny students graduation — even when they have met every other graduation requirement — it can have devastating consequences. Boston University economics professor Kevin Lang’s 2013 study, “The School to Prison Pipeline Exposed,” links increases in the use of high-stakes standardized high school exit exams to increased incarceration rates.
While it may be true that the students opting out today are disproportionately white, to portray the movement against standardized testing as a white movement is to make invisible the important leadership role that people of color have played around the country. Chicago Teachers Union president Karen Lewis, a Black woman, is one of the most important leaders in the national movement against corporate education reform, and she led the union in the “Let Us Teach!” campaign against high-stakes testing. The Black opt-out rate reached 10 percent in Chicago last year. In Ohio, a recent study shows that communities of color and low-income communities opt out at nearly the same rates as whiter and wealthier ones. This past school year in Baltimore, the predominantly Black students in the Baltimore Algebra Project produced a brilliant music video against standardized testing — and then led a walkout during the PARCC [Partnership for Assessment of Readiness for College and Careers] test, coinciding with the anniversary of the murder of Freddie Gray by the police, in an effort to highlight the school-to-prison-pipeline. And some of the biggest student walkouts in US history against standardized testing occurred in New Mexico at schools serving a student population that is roughly 90 percent Latino and Latina.
Nationally, the NAACP has yet to join the opt-out movement and advocate for civil disobedience in the struggle for authentic assessment and education justice. However, an increasing number of local NAACP chapters are raising opposition to the punitive nature of high-stakes testing and preparing for a struggle at the national level. In Seattle, the local NAACP hosted a press conference to encourage parents to opt out of the Common Core tests. As Seattle NAACP president Gerald Hankerson put it, “The opt-out movement is a vital component of the Black Lives Matter movement and other struggles for social justice in our region. Using standardized tests to label black people and immigrants ‘lesser,’ while systematically under-funding their schools, has a long and ugly history in this country.”
The increasing involvement of the Black Lives Matter movement in struggles to democratize education may come as a surprise to the obscenely wealthy, who are using their money to control public education and often fancy themselves civil rights crusaders. But it shouldn’t surprise the rest of us.
The struggle for education has been a part of every major uprising for racial justice that Black people have engaged in throughout US history. This includes resistance to the “compulsory ignorance” laws during slavery, the establishment of the Freedman’s Bureau and public schools during Reconstruction, the debates between Booker T. Washington and W.E.B Du Bois on the purpose of education during Jim Crow, the Brown V. Board Supreme Court lawsuit, the Freedom Schools of the civil rights movement, and the fight for Black studies programs during the Black Power era. The struggle for Black education has always been central to the fight for Black liberation.
Today, a new Black rebellion has erupted — from the sit-down protests on NFL fields, to the urban rebellions in the streets — galvanized by extrajudicial executions of Black people by the police and racist vigilantes. While the movement to defend Black folks from unaccountable, racist police has been the most prominent aspect this new movement, Black Lives Matter doesn’t end with the demand that Black people not be shot down in the streets. While there are certainly many prerequisites to achieving a society where Black lives truly matter, one of them, certainly, is confronting the long legacy of racist schooling and replacing it with an a consciously anti-racist education system.
A world where Black lives matter and Black education is empowering will not come easily. It won’t be funded by benevolent philanthropists. It won’t be promoted by corporate lobbyists or legislated by the politicians they own. It will only happen with an uprising beyond even the scale and militancy of the last century’s civil rights and Black Power movements. The contradictions of unhinged police murder of Black people in the “land of the free,” coupled with corporate education reformers’ racist schooling policies enacted in the name of “closing the achievement gap,” are already producing large-scale, renewed social unrest. The question of how powerful this movement grows is up to us.
Time to hit the books and take our struggle for public education Black to school.
Copyright, Truthout. May not be reprinted without permission.
Jesse Hagopian is an associate editor for Rethinking Schools magazine. Jesse teaches history and is the Black Student Union adviser at Garfield High School, the site of the historic boycott of the MAP standardized test. He is the editor and contributing author to More Than a Score: The New Uprising Against High-Stakes Testing (Haymarket Books, 2014) and recipient of the 2013 “Secondary School Teacher of the Year” award from the Academy of Education Arts and Sciences. A survivor of the 2010 earthquake in Haiti, Jesse is an advocate for Haitian human rights. Visit his blog: iamaneducator.com. Follow him on Twitter: @jessedhagopian.
As we enter the high-stakes testing season, a great uprising to opt out of these punitive and reductive exams is sweeping the country. So it’s no surprise that corporate education reformers–attempting to defend the multibillion dollar testing industry–have been launching aggressive attacks on the movement.
One such attack targeted one of the main rallying cries of our movement and the title of the book I edited, More Than a Score.
In “More than Score. Yes. Duh?” Erika Sanzi argues that it is obvious that students are more than a test score, “but that doesn’t mean that their scores on tests aren’t valuable to them, their parents, or their schools.” She goes on to ridicule people who believe that the overuse of high-stakes testing is distorting education, saying: “It is baffling that highly intelligent and otherwise rational people have chosen to latch onto this bumper sticker sounding slogan.”
Sanzi goes on to defend high-stakes testing, writing:
Our kids take swimming tests. They don’t lose the essence of who they are because they fail to float on their back for 30 seconds or tread water for a minute. They just try again next time. It’s probably safe to say we all know people who have failed their first driver’s license road test. They’ve all lived to tell about it, most even laugh about it, and it certainly doesn’t define who they are. It was a brief failure. Life is full of them.
Magnificent! Here you have the total confusion of the education “testocracy” distilled. Because the entire point of the opt out movement is to reduce the amount of multiple choice standardized tests and move to assessments like the driving road tests and swimming tests. However, imagine for a moment if we treated the swimming test like the standardized tests in school that Sanzi advocates. Imagine if we sat kids down in rows of desks and said:
This exam will test your ability to swim. Mark the bubble that corresponds to the best answer choice. Consider this sample question:
The fastest swimming stroke is the:
- crawl stroke
- fish kick
- None of the above
When you have completed this exam the results will be scored. If you score well, we will throw you into the deep end. If you score poorly, even if you are a great swimmer, you will remain in the shallow end. In addition, if too many of your classmates score poorly on this exam, we are going to close down your pool altogether.
As silly as this scenario seems, it is what corporate education reformers (including the Walton family, which helps funds the website Sanzi writes for) are imposing on our public schools. Worse, the attitude that if a child fails a test she should take comfort that it is only a “brief failure” is completely out of touch with the severely punitive nature of high-stakes testing these days, in which a low test score can mean a student does not graduate, teachers are fired, and whole schools are shut down.
The mass movement against standardized testing—including over 600,000 families opting out of standardized tests last year—objects to the fact that the average student in the public school system today will take an outlandish 112 standardized tests between pre-K and high school. However, this is not a rebellion against assessment. Our movement simply demands authentic forms of assessment.
Those that reflect actual student knowledge and learning, not just test taking skills; are educational in and of themselves; are free of gender, class and racial bias; are differentiated to meet students’ needs; allow opportunities to go back and improve; and undergo regular evaluation and revision by educators.
One important alternative to standardized testing is performance based assessment, which promotes inquiry, problem solving, and critical thinking. My colleagues and I at Garfield High School have began collaborating with the New York Consortium for Performance Based Assessment (The partnership is portrayed in one section of the new documentary, Beyond Measure). As Gail Robinson writes of the Consortium:
While most New York students must pass state exams in five subjects to graduate, the consortium’s 38 schools have a state waiver allowing their students to earn a diploma by passing just one exam: comprehensive English. (An additional nine schools have a partial waiver.) Instead, in all subjects including English, the students must demonstrate skill mastery in practical terms. They design experiments, make presentations, write reports and defend their work to outside experts.
The performance based assessment model is very similar to the process a PhD candidate undergoes in preparing a dissertation and defending it to a panel of experts. Multiple choice standardized tests are good at demonstrating students’ ability to spot what are called “distractor questions,” and students with the resources purchase test prep classes that are able to train students to eliminate wrong answer choices better than their peers. However, the ability to eliminate wrong answer choices is not authentic to most real life situations students will face. In the world outside of corporate education reform, students will need to be able to research issues, work collaboratively in groups, develop arguments, solve real life problems, and more. Performance based assessments at the Consortium schools allow students to engage in those real life skills–much the same as a swimming test.
The superiority of authentic assessment over multiple choice, standardized testing can be seen in part by the outcomes of the Consortium schools. A recent study shows that 77 percent of students who started high school at a Consortium school in the fall of 2010 graduated in four years, compared to 68 percent for all New York City students. Last year, 71 percent of students learning English at Consortium schools graduated on time, compared to only 37 percent of English learners around the city. Eighty-six percent of black students and 90 percent of Latino students at the Consortium schools are accepted into college, compared with the national numbers 37 percent and 42 percent respectively. Moreover, longitudinal studies show that Consortium school students complete college at higher rates–likely due to the emphasis on the very inquiry and critical thinking skills that are valued in college.
Parents and teachers across the country have united to demand an education system that recognizes children’s needs aren’t satisfied by filling in bubbles on an exam. So, before we throw our schools into the deep end, let’s demand authentic assessment now!
Jesse is the editor of More Than a Score: The New Uprising Against High-Stakes Testing. You can view his TEDx talk “More Than a Score” or follow him on twitter: @JessedHagopian
“More Than a Score” TEDx Talk: Jesse Hagopian on the uprising against high-stakes testing and for a meaningful education
I recently gave this talk titled, “More Than a Score,” for the TEDx Rainer event at Seattle’s McCaw Hall theater. In this talk I advocate for the great uprising against reducing our children to a test score and I make an argument to opt in to authentic assessments–not only because it will better engage students, but also because the future of our society and planet depend on it.
Jesse Hagopian is a high school history teacher and associate editor for Rethinking Schools magazine. Jesse is the editor of, More Than a Score: The New Uprising Against High-Stakes Testing. Follow him on his blog, IAmAnEducator.com or on twitter, @jessedhagopian
Because most of their arguments are increasingly discredited because of this uprising, they are desperately attempting to cling to one last defense of the need to subject our students to a multibillion-dollar testing industry.
Charles F. Coleman, Jr. supported this last ditch effort for the “testocracy” when he took up former Secretary of Education Arne Duncan’s argument that opposition to standardized testing was only from out of touch “white suburban moms.” Coleman has in the past written pieces in support of making black lives matter, but in this careless piece he dismissed the opt out movement as a privileged white effort:
Boycotting standardized tests may seem like a good idea, but hurts black learners most….White parents from well-funded and highly performing areas are participating in petulant, poorly conceived protests that are ultimately affecting inner-city blacks at schools that need the funding and measures of accountability to ensure any hope of progress in performance.
Here are six reasons why Coleman’s belief that opting out hurts students of color is fundamentally flawed and why his belief that accountability and academic success require high-stakes standardized testing is just plain old wrong.
1. Extreme over-testing disproportionately harms students of color.
Coleman admits in his essay, “there should be concerns raised over excessive testing and devoting too much classroom instruction to test prep.” But he doesn’t acknowledge how destructive excessive testing has become (especially for children of color) or credit the opt out movement for revealing the outsized role that testing is playing in education. No one—certainly not the media—would even be talking about the excessive testing in schools if it wasn’t for the opt out movement. And the amount of testing in the public schools today isn’t just excessive—it’s extreme. The average student today is subjected to 112 standardized tests between preschool and high school graduation!
But the crux of the issue is that the highest concentration of these tests are in schools serving low-income students and students of color. Schools that serve more black and brown students have become test-prep factories rather than incubators of creativity and critical thinking. The corporate education reformers behind high stakes testing, like Bill Gates, Eli Broad, and the Walton family want their own kids to have the time and support to explore the arts, music, drama, athletics, debate and engage in a rich curriculum of problem solving and critical thinking. Rote memorization for the next standardized tests is good enough for the rest of us.
2. Communities of color are increasingly joining and leading the opt out movement.
While it’s true that currently the students opting out are disproportionately white, to portray opting out as a white people thing is to make invisible the important leadership role that people of color have played around the country. Chicago Teachers Union president Karen Lewis, a black women, is one of the most important leaders in the country against corporate education reform, and she led the union in the “Let Us Teach!” campaign against high-stakes testing. The Black opt out rate reached 10 percent in Chicago last year. PTA co-chairs Đào X. Trần and Elexis Loubriel-Pujols at New York City’s Castlebridge Elementary School (comprising 72 percent students of color) led the opt out movement there. They gained national prominence and helped to ignite the opt out movement across the country in 2013 when more than 80 percent of families refused to allow their kids to take a standardized test. The school had to cancel the test altogether.
One of the largest student protests against high-stakes testing in U.S. history occurred last spring when many hundreds of students in New Mexico—at schools that served 90% Latino students—walked out of school and refused to take the new Common Core exams. In Ohio, a recent study shows that communities of color and low-income communities opt out at nearly the same rates as whiter and wealthier ones.
In my hometown, the Seattle/King County NAACP hosted a press conference last spring to encourage parents to opt out of the Common Core tests. As Seattle NAACP president Gerald Hankerson put it, “…the Opt Out movement is a vital component of the Black Lives Matter movement and other struggles for social justice in our region. Using standardized tests to label black people and immigrants ‘lesser,’ while systematically under-funding their schools, has a long and ugly history in this country.”
Or check out the brilliant podcast, “These Tests Will Go,” The Opt-Out Movement in Urban Philadelphia, which documents the uprising of African American parents determined to make their kids more than a test score and fighting for the programs their kids deserve.
3. The federal government hasn’t punished schools for opting out.
Coleman argues that if the number of students taking the required standardized tests drops below 95 percent, the government can cut funding to schools, and that will be most damaging to students of color. However, the federal government has never—not even once—cut funds to a school district for its high opt out numbers. While No Child Left Behind initially had a provision for penalties against large opt out numbers, which carried over to the new Every Student Succeeds Act, the “testocracy” seems to be too afraid to use this clause.
Moreover, the opt out movement holds the potential to actually increase the amount of school funding. The many millions of dollars wasted on ranking and sorting our children with standardized tests every year could be spent on tutoring programs, counseling services, art teachers, nurses, librarians, music programs, ethnic studies classes, and many services our children deserve.
4.Test-and-Punish policies are cruel and inequitable.
High-stakes tests are being used around the country to label children and schools as failing, to prevent kids from graduating, to fire teachers, and to close schools. Chicago Board of Education voted in 2013 to close some 49 of the city’s public schools—schools that served approximately 87 percent black students. 71 percent of the schools had a majority African-Americans teachers and staff. The standardized tests the students take register racial and class bias, measure the lack of resources available to schools, and then provide cover for shutting them down.
A review by the National Research Council concluded high school graduation tests have done nothing to lift student achievement, but they have raised the dropout rate. African American, Latino, American Indian and low-income students are far more likely to be denied a diploma for not passing a test. High stakes tests often inaccurately assess English language learners—measuring their understating of English and the dominant culture rather than the subject they are being tested in. Boston University economics professor Kevin Lang’s 2013 study, “The School to Prison Pipeline Exposed,” links increases in the use of high-stakes standardized high school exit exams to increased incarceration rates.
5) Standardized testing was invented by white supremacists and maintains institutional racism today.
Once you know the history of standardized tests in public schools, you can never fall for Coleman’s absurd assertion that, “boycotting standardized tests may seem like a good idea, but hurts black learners most.” Standardized tests first entered American public schools in the 1920s, at the urging of eugenicists whose pseudoscience proclaimed that white males were naturally smarter. As Rethinking Schools editorialized, “high-stakes standardized tests have disguised class and race privilege as merit ever since. The consistent use of test scores to demonstrate first a ‘mental ability’ gap and now an ‘achievement’ gap exposes the intrinsic nature of these tests: They are built to maintain inequality, not to serve as an antidote to educational disparities.”
One of these early eugenicists was Carl Brigham, a professor at Princeton University and author of the white supremacist manifesto, A Study of American Intelligence. Brigham developed the Scholastic Aptitude Test, known as the SAT. Some of the most important early voices in opposition to intelligence testing—especially in service of ranking the races—came from leading African American intellectuals such as W.E.B. Du Bois and Howard Long. Horace Mann Bond, in his work “Intelligence Tests and Propaganda,” noted in 1924 what today we call the “Zip Code Effect”—what standardized tests really measure is a student’s proximity to wealth and the dominant culture.
6. There are better ways than high stakes testing to improve education for children of color.
Coleman asserts that, “Standardized testing, albeit imperfect, remains one of the best ways to ensure that teachers, schools, and school districts are held accountable for making sure children are succeeding.” A huge body of evidence contradicts this statement, and points to the power of an inquiry based pedagogy, coupled with authentic forms of assessment. Take, for example, the New York Consortium Schools for Performance Based Assessment. These fully public schools have a waiver from state tests and instead use performance-based assessments. Students work with a faculty mentor to develop an idea, conduct research, and then defend a body of work to a panel of experts—including school administration, other teachers, and outside experts and practitioners in the field of study.
If the testocracy is right—if it’s true that high-stakes standardized testing is the key to improving accountability and performance—then these New York consortium schools that don’t give the state standardized test should be the very worst schools in New York City. However, comprehensives studies show Consortium Schools have higher graduation rates, better college attendance rates, and smaller gaps in outcomes between students of color and their white peers than the rest of New York’s public schools.
Conclusion: Hold the system accountable
Coleman’s arguments lamenting students of color score worse on the tests than their white peers—without acknowledging the ways in which systematic underfunding of schools, poverty, and institutional racism have disfigured our school system—end up pathologizing communities of color rather than supporting them. The U.S. school system is more segregated today than at any time since 1968. The majority of students attending public school in the U.S. today live in poverty. The school-to-prison-pipeline (including disproportionate suspension rates and the use of high-stakes testing) has contributed to the fact that there are now more black people behind bars, on probation, or on parole than were slaves on plantations in 1850. As education professor Pedro Noguera has said, “We’ve developed an accountability system that holds those with the most power the least accountable.”
Our task must be to build multiracial alliances in the opt out movement that can produce the kind of solidarity it will take to defeat a testing juggernaut that is particularly destructive to communities of color—while causing great damage to all of our schools. And while must begin by standing up to the multibillion dollar testing industry by opting out, we must also create a vision for an uprising that opts in to antiracist curriculum, ethnic studies programs, wrap around services to support the academic and social and emotional development of students, programs to recruit teachers of color, restorative justice programs that eliminate zero tolerance discipline practices, and beyond.
Now, back to writing that opt out letter for my son.
Jesse Hagopian is the Progressive Education Seattle Fellow. Jesse teaches history and is the co-adviser to the Black Student Union at Garfield High School–the site of the historic boycott of the MAP test in 2013. Jesse is the editor of More Than a Score: The New Uprising Against High-Stakes Testing. You can follow Jesse on his blog, IAmAnEducator.com, or on Twitter: @jessedhagopian
By Gerald Lenoir and Jesse Hagopian
Thanks to a long history of redlining, formerly black neighborhoods in cities around the country are continuously disappearing under the rapacious churn of financial real estate interests. But city blocks in prime locations aren’t the only things being lost. Gentrification is also happening in our classrooms and books, pushing out the past, erasing the lives and struggles of African Americans from our collective memory.
Take A Birthday Cake for George Washington, for example, a children’s book by Ramin Ganeshram published by Scholastic. In it, smiling, happy slaves wrap their arms around their master, the first U.S. president. In a Texas high school geography textbook published by McGraw-Hill, enslaved Africans are described as “workers,” rather than slaves, and placed in a section titled “Patterns of Immigration”—as if they came here looking for a better life. In Jefferson County, Colorado, the School Board adopted a proposal to avoid the use of materials in its advanced placement high school history curriculum that “encourage or condone civil disorder, social strife or disregard for the law”—banning, of course, any discussion of the lunch counter sit-ins, freedom rides, and other actions causing “social strife” and which are foundational for the Civil Rights Movement.
The Bill of Rights Institute (BRI), which offers whitewashed classroom lesson plans for teachers across the country, is funded by the infamous Koch brothers, Charles and David, who together have more wealth than Bill Gates. Educator Bill Bigelow describes how the Bill of Rights Institute “cherry-picks” events to hammer home a libertarian message about the sacredness of private property, and also how it offers “quiet cover” for Trayvon Martin’s killer, George Zimmerman:
One section on the website is “Teaching with Current Events,” and includes a lesson, “Stand Your Ground and Castle Doctrine Laws…” Here’s the lesson’s first discussion question: “Florida’s ‘Stand-Your-Ground’ law states ‘A person who is not engaged in an unlawful activity and who is attacked in any other place where he or she has a right to be has no duty to retreat and has the right to stand his or her ground and meet force with force, including deadly force.
While black history has long been redlined and ghettoized, the corporate wrecking ball is swinging with a renewed velocity, aiming at cornerstones of black history as part of a broader resurgence of racism in the United States. This gentrification of the contributions of black people to our society is sanitizing white supremacy.
These latest developments are preceded by the icon-ification of many historical black leaders. History books portray the “I Have a Dream” version of Dr. Martin Luther King, Jr., never mentioning his radical critique of U.S. society. You will never see this quote from Dr. King appear in any mainstream history book:
Capitalism does not permit an even flow of economic resources. With this system, a small privileged few are rich beyond conscience, and almost all others are doomed to be poor at some level. That’s the way the system works. And since we know that the system will not change the rules, we are going to have to change the system.
In 1999, the establishment’s absorption of the image of Malcolm X was marked by the U.S. Postal Service issuing a Malcolm X stamp honoring his contributions to human rights. Never mind that the FBI surveilled and harassed him and were complicit in his assassination. Meanwhile, civil rights leaders like Ella Baker and Fannie Lou Hamer are left out of history completely—no stamps for them.
This paving over of black history, and failure to tell the true stories of black heroines and heroes paves the way for developers who destroy black neighborhoods and push out black people out of their homes.
The historic process of neighborhood gentrification began in the 1960s and has accelerated in the new millennium, as the gap between white and black wealth has become the greatest since 1989. Today, millions of African Americans are being displaced by so-called “free market forces” and are forced to relocate to suburbs without adequate services or job opportunities.
This transition in Washington, D.C., once known as the “Chocolate City,” is marked by the condominiums built on its historic U Street (one featuring a tanning salon on the ground level). In Seattle, there is a construction crane on every corner, while the rate of black homeownership has dropped by nearly half since 2000. The occupation of black neighborhoods around the country by police ready to use deadly force helps fuel the displacement and reassures the returning white gentry that they will be kept safe.
However, the engineers of the movement for Black lives are constructing one of the most powerful resistance movements in more than a generation, which is giving confidence to communities across the country to stand up and fight back.
In response to black community pressure, Scholastic pulled the children’s book from retail shelves and issued an apology. In the case of the Texas textbook, Roni Dean-Burren and her freshman son launched a successful Facebook and Twitter campaign forcing McGraw-Hill to acknowledge that Africans’ enslavement was not the same as white wage-labor, and to alter their online textbook. In response to the Jefferson County School Board proposal to effectively erase the Civil Rights Movement from history, hundreds of high school students from 17 schools staged a mass walkout. And in 2015, three conservative school board members were ousted in a recall.
And while the Koch brothers fund the creation of materials glossing over injustice and trauma inflicted on the black community by the killing of people like Trayvon Martin, social justice educators are occupying the curriculum with powerful lessons that connect his death to long legacy of state sanctioned murder.
Black Lives Matter activists have been demonstrating across the country, demanding an end to police brutality and murder. As we hit the streets, though, we also must hit the books. The struggle to de-gentrify textbooks is inextricably linked to black people reclaiming their past, present and future. Online, in neighborhoods, in classrooms, and in the streets, organized resistors are building a new black history on a foundation of equity and justice.
Gerald Lenoir is the former executive director of the Black Alliance for Just Immigration and the San Francisco Black Coalition on AIDS (now Rafiki Services). He a member of the Black Lives Matter group in Berkeley, California and is a veteran of the 1969 black student strikes at the University of Wisconsin, Madison, which led to the establishment of the Afro-American Studies Department.
Jesse Hagopian teaches history and is the adviser to the Black Student Union at Garfield High School in Seattle, the site of the historic boycott of the MAP test in 2013. He is an associate editor for the acclaimed Rethinking Schools magazine and the editor of, and contributing author to the 2014 book, More Than a Score: The New Uprising Against High-Stakes Testing. He is also the son of Gerald Lenoir. Follow Jesse on his blog, IAmAnEducator.com, on Facebook or Twitter.
The infamous MAP test is set to be administered in my son’s school this week. The MAP is a computerized test meant to measure students in math and reading. Seattle Public Schools initially required MAP kindergarten through high school, with multiple testing periods per year. In 2013, Garfield High School launched a boycott of the MAP test and numerous schools joined in refusing to administer the test. By the end of the year the district announced that it would no longer be requiring the MAP test at the high school level. Since then, the increasing pressure of the opt out movement and scrutiny on the role of high stakes testing in our education system have continued to reduce the use of the MAP test in the Seattle Public Schools.
The opt out movement has pointed out that the MAP test consumes too much class time, monopolizes computers and shuts down school libraries, is not linguistically or culturally appropriate for English language learners, and has a questionable validity (consider this research from https://scrapthemap.wordpress.com: PowerPoint: The MAP test).
Most recently, the district reduced the number of times per year that kindergarten through 2nd grades are required to administer MAP from 2-3 times per year to only once a year. However, there continue to be high stakes attached to MAP that can make it difficult for schools to reduce the number of times it is administered.
For example, schools that receive desperately needed extra levy funds from the city can lose funding if their test scores are not high enough. This is an egregious misuse of standardized test scores. Money for vital programs serving children in high poverty schools should never be cut based on a test that was not designed to be used for high stakes decisions.
Given all the specific problems with the MAP test, and the larger issue of misuse of standardized testing in general, my wife and I wrote this letter to our school’s principal opting our son out of the test this week:
Happy New Year! We hope you had a restful break.
We are writing to opt our first grade son out of all MAP testing for this 2015-2016 school year.
We are opting him out of standardized testing because we have seen the way an over-emphasis on scores has distorted what matters most in elementary education–such as creativity, being a good friend, communicating emotions, and problem solving. Ranking students based on test scores in the early grades can damage the self-esteem of late bloomers, and can distort the higher scoring students’ perceptions of themselves in relationship to their peers–these were our experiences growing up and we don’t want these scores to interfere with our son’s development. One of the most exciting aspects of our son’s education is the Spanish immersion program that has cultivated his love for language and laid the foundation for him to communicate with many more people across cultures and around the world – and yet none of this will be measured by the MAP test.
Opting out is a difficult decision this year, because of the way the scores can be used for high-stakes decisions around funding. It deeply saddens us that policy makers would deny funding to a school for any reason, but particularly one so narrow and tangential to real learning. Our son has excellent teachers and we think there is no substitute for their assessment of his progress.
We are deeply committed to our school community and look forward to working with you on these issues in years to come.
2016 has begun with important news: We have endured the last days of Secretary of Education Arne Duncan roaming the halls of government, looking for teachers and students to intimidate. Arne, “the nation’s bully,” no longer runs the schoolyard. Educators and families around the country will remember him by many monikers, none of them sympathetic.
I should admit from the outset that my appraisal of Duncan isn’t informed by a dispassionate tally of his pluses and minuses. My evaluation of Duncan’s performance is the result of my personal interaction with the Secretary and his staff, his attack on the schools in my community, as well as a through review of his policies.
I wrote this essay for The Progressive magazine giving my assessment of Duncan’s tenure–let’s just say he didn’t pass the class.
Arne Duncan, the U.S. Secretary of Education is set to resign at the close of the 2015, ending his tenure as one of the most destructive forces against public education in history.
“He’s done more to bring our educational system, sometimes kicking and screaming, into the 21st century than anyone else,” President Obama gushed announcing Duncan’s resignation last October. Obama’s words were meant as praise for the Secretary, but in this one aspect of the assessment of Duncan I have to agree with the President. There can be no doubt that Duncan inflicted policies that caused students and educators to cry out for help.
Duncan’s official title may have been Secretary of Education, but his real role has been the “testocracy tsar.” His signature policies of Race to the Top and Common Core have been singularly focused on promoting high-stakes, standardized test-and-punish policies.
For example, in order for states to compete for grant money under Race to the Top, Duncan required them to increase the use of standardized testing in teacher evaluations. Duncan’s championing of the Common Core State Standards—and the tests that came shrink-wrapped with them—has ushered in developmentally inappropriate standards in the early grades that punish late bloomers, while further entrenching the idea that the intellectual and emotional process of teaching and learning can be reduced to a test score. For many, Duncan will be remembered as an educational alchemist who attempted to turn education into “testucation”—with the average student today subjected to an outlandish 112 standardized tests between preschool and high school graduation. The highest concentration of these tests are in schools serving low-income students and students of color.
In addition, Duncan has been widely derided as “the national school superintendent” for the way he held waivers to the No Child Left Behind Act over the heads of state officials. NCLB set an unattainable goal of 100% proficiency in math and reading for every school in the country by 2014. As per the plan, not a single state reached the proficiency goals, and schools could only escape sanction by the federal government if they were granted a waiver—which Duncan would only grant to states who would agree to more testing.
This hit home for me last year when my state of Washington refused to mandate standardized tests in teacher evaluations. Arne Duncan then took off his gloves and showed he wasn’t afraid to punish children by revoking the NCLB waiver for the state. With the waiver gone, nearly all of Washington’s schools were labeled failures, resulting in the loss of control of millions of dollars in federal money.
And yet, as harmful as Duncan has been to our nation’s children, it’s important not to credit him with having too much impact. Duncan wasn’t a mastermind or a skilled political operative. He was a corporate yes man who did anything that was asked of him by the richest people the world has ever known. As Anthony Cody and others have detailed, billionaires such as Bill Gates, Eli Broad, and the Walton family, set the education agenda, wrote the policy, worked political backchannels, and lined up the corporations who would profit. Once the education reforms were neatly packaged, these billionaires trotted out their flunky, Secretary Duncan, who dutifully worked to sell their agenda to the nation.
One of Duncan’s primary objectives has been the privatization of education through the dramatic expansion of charter schools. But as The Washington Post reported, an audit by the Department of Education’s own inspector general found “that the agency has done a poor job of overseeing federal dollars sent to charter schools.” This lack of oversight laid the foundation for a recent report from the Center for Popular Democracy and the Alliance to Reclaim Our Schools (AROS), which found some $200 million in “alleged and confirmed financial fraud, waste, abuse, and mismanagement” committed by charter schools around the country.
Duncan also implemented his policies in a cruel and arrogant manner. He infamously proclaimed Hurricane Katrina as “the best thing that happened to the education system in New Orleans.” Duncan saw the destruction as a great opportunity because so many people were displaced that it allowed the privatizers to completely end public schooling in New Orleans. Today the district is 100 percent comprised of charter schools. Duncan wasn’t content replacing the arts, physical education, civics, literature, and critical thinking with high-stakes tests. He also sternly chastised parents who chose to opt their children out of standardized tests, dismissing the opt out movement as “coming from, sort of, white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were…” Duncan insulted white moms while simultaneously erasing the rising leadership of people of color who have long organized against high-stakes testing.
Duncan’s general attack on education got personal for me on July 9th, 2010, when he visited my hometown of Seattle to deliver a speech at an area school. I joined a throng of protesting teachers that day outside the school to picket his appearance and the corporate reform policies he was promoting.
As we rallied outside the high school, his handlers grew nervous that we would disrupt this stage-managed affair. They offered us a meeting with Duncan in exchange for our polite behavior during his address. We agreed, and after the event were escorted to a nearby classroom for the meeting. That half hour with the Secretary was all I needed to know. The following is a transcript from an article I wrote at the time:
Mr. Duncan: To be clear, we [the Department of Education] want curriculum to be driven by the local level, pushing that. We are by law prohibited from directing curriculum. We don’t have a curriculum department.
Mr. Hagopian: I have to interject on that point. Because I think that merit pay…
Mr. Duncan: Let me finish, let me finish…
Mr. Hagopian: …Directly influences curriculum. When you have teachers scrambling and pitted against each other for a small amount of money [based on how their students perform on a test], what it does is narrow the curriculum to what’s on the test, even if you don’t set curriculum specifically. So I think you have to address that.
Mr. Duncan: I will. No one is mandating merit pay.
Mr. Hagopian: But you support it though?
Mr. Duncan: I do, I do…
Mr. Hagopian: So you support narrowing the curriculum.
Mr. Duncan: Can I finish? It’s a voluntary program. Schools and districts and unions are working together on some really innovative things.
Mr. Hagopian: Merit pay isn’t part of Race to the Top?
What my meeting with Secretary Duncan demonstrated, more than anything else, was his refusal to listen to educational professionals about how to improve public education. His dismissal of professional expertise has greatly contributed to the plummeting moral among teachers.
Yet, I have also discovered that the best antidote to despair is collective struggle. The one positive aspect of Duncan’s legacy is that his policies have sparked the largest uprising against high-stakes testing in U.S. history. Increasing numbers of teachers have flat out refused to administer standardized tests, students around the country have lead walkouts against the tests, and during the 2015 testing season, parents opted out some 620,000 public school students around the U.S. from standardized exams. This mass movement forced Duncan in his waning days as Secretary to begrudgingly acknowledge his policies have led to an “overemphasis on testing in some places,” and that “testing and test prep are taking from instruction.”
As thrilled as I am to see Duncan resign, President Obama’s replacement, John King, will likely only serve as a new testocracy tsar. As Long Island opt out leader Jeanette Deutermann said of King when he stepped down as head of the New York State Education Department:
For the past few years we have endured an education commissioner that has repeatedly ignored our pleas for help. He has heard our stories of our children suffering as a result of the Board of Regent’s corporate reform agenda, and replied, “full steam ahead.”
Secretary John King will be tasked with carrying out the new federal education policy, the Every Student Succeeds Act (ESSA), which eliminates the “Adequate Yearly Progress” annual test score gain requirement. However, the new law maintains the detrimental mandate to give standardized reading and math tests to children in every grade, from 3-8 and once in high school—empowering states to sanction any school labeled as underperforming.
Federal education policy will continue to follow the whims of the richest people in the world—people who did not attend public schools and would never dream of sending their children to one—until the opt out movement joins with other social justice struggles to fundamentally shift the balance of power away from the executive board room and towards the classroom.
So, join me in a New Year’s toast to Duncan’s dethroning—and then join the struggle to overthrow the testocracy all together.
Jesse Hagopian is a Progressive Education Fellow and the editor of More Than a Score: The New Uprising Against High-Stakes Testing. Follow him on twitter: @jessedhagopian
Never in U.S. history have more students, parents, and teachers engaged in acts of resistance to standardized tests. During the 2015 testing season, over 620,000 public school students around the U.S. refused to take standardized exams, according to a report by the National Center for Fair & Open Testing (FairTest).
I wrote this essay for the National Education Association’s “Education Votes” blog to sum up the top five victories against against the “testocracy” and its test-and-punish model of education, accessible here: http://educationvotes.nea.org/2015/12/28/five-2015-victories-that-put-cracks-in-the-testocracy/
Please share the stories of our victories for a meaningful education–and join us in this uprising in 2016!