10 Reasons to Refuse the PARCC Test for Your Child: Maryland parent on opting out of high-stakes testing
TakePart.com ran an article by Joseph Williams this week titled, “Boycotters Might Be Winning the Battle Over Standardized Testing.” In that article he writes:
“In districts across the nation, from Florida to Alaska, the grassroots push for a rollback in high-stakes testing has gained momentum, and a broad coalition of parents, teachers, and advocates are poised to take advantage, even if it means an end to federal grants in tight fiscal times.”
He can now add Maryland to his list.
My good friend Michele Bollinger just sent me a copy of a statement to publish (see below) of her intention to respect her daughter’s wishes not to take the new Common Core high-stakes test—and why other parents should join this opt-out movement. Michele is a teacher in Washington, D.C. and was my mentor to becoming a social justice educator when I first began my teaching career in that city. Michele is also the editor of the young adult textbook, 101 Changemakers: Rebels and Radicals Who Changed US History.
Here now is Michele’s statement and ten reasons parents should join this growing opt-out movement:
As a parent and educator, I cannot stay silent as PARCC testing begins around the country. After much discussion within our family, our 5th grader has decided to decline the PARCC exam. We agree with her and have expressed our refusal to consent to testing to her school. Here are some of the reasons why.
It is easy to feel alone in this, but people are standing up to high stakes testing all around the country right now. If any Maryland residents, especially those in Montgomery County, Maryland are interested in declining the PARCC exam, please contact me at email@example.com.
10 Reasons to Refuse the PARCC Test
for Your Child in Maryland
1. High-stakes standardized testing takes an emotional toll on students.
- The PARCC is unlike any test you took as a child. It is unprecedented in its level of standardization and in the punitive measures attached to testing performance
- The PARCC is a timed exam and unfamiliar to students in form and content
- The stress of high-stakes test taking produces anxiety and is even more challenging for students who already experience anxiety
- The testing environment can be oppressive, as students movements and behavior are heavily monitored
2. The PARCC test drives the standardization of learning.
- The Common Core State Standards, which support the PARCC, have narrowed state curriculum to fit the demands of the test
- Untested subjects are deprioritized or dropped altogether
- This unprecedented level of standardization cannot accommodate student differences in need, ability and interests
3. Test prep means less quality instructional time in schools.
- PARCC is longer than previously administered tests
- PARCC means more testing beginning at younger ages
- Schools now commonly refer to a “testing season” that lasts from March until June
4. The PARCC test is a fundamentally flawed assessment.
- There is no evidence that PARCC prepares students for college or careers
- PARCC is developmentally inappropriate for students at all grade levels
- Not enough sample tests, practice tests, or exemplars have been released
- The expectation that many or most students will perform poorly on the test is public knowledge
- Because Maryland students are already tested and assessed throughout the school year, the PARCC is unnecessary
5. Schools around the state of Maryland are unprepared to take a high stakes exam.
- Never before have so many students taken an online exam simultaneously
- Districts have continually reported schools’ IT infrastructure cannot support PARCC administration
- The rush to implement the PARCC does not make sense for our schools
6. PARCC is a cash cow for testing companies such as Pearson, Inc.
- Technology and testing companies – not educators – have funded and organized the rush to develop and implement the Common Core and PARCC
- States have spent hundreds of millions of dollars on Common Core and PARCC
- In Maryland, combined costs for Math & English/Language Arts tests are as high as $61.24 per student
- Pearson is a private company which will have access to student data with very little oversight. Pearson may sell personal data related to individual children who have taken the PARCC
7. School districts have been bullied into accepting PARCC and the Common Core – and residents have been failed by their elected leaders who signed on to it.
- When Chicago Public Schools announced they could not and would not administer PARCC this year, they were threatened with losing up to $1 billion in funding
- Schools and school districts across the country have been forced to comply with federal and state mandates around PARCC or risk lose millions of dollars in funding
- Maryland policy makers have endorsed Common Core and PARCC without diligently investigating what is at stake and without asking the right questions
- We will call their bluff – we will not allow our children’s schools to be held hostage to bad educational policy
8. PARCC test scores will be used to justify punitive measures.
- Per “No Child Left Behind” and other school reform measures, test scores are used to fire teachers, hold students back and close down schools
- These actions are disruptive and are unsettling to the communities that have to endure them
- These measures disproportionately impact under-resourced communities and students of color
9. There is no legal way for school administrators to force your child to take a test she or he does not want to take.
- The official position of the state Department of Education is that there is no “opt out” provision for testing in Maryland
- There is no legal precedent for forcing a student to take a standardized test
- Maryland students and parents can opt-out, refuse, or decline to take the test just as families can in other states
- National “messaging” around the Common Core and PARCC has been carefully crafted to conceal problems and to appeal to parents and teachers
- Schools present a favorable view of the PARCC and their ability to carry out testing because of a lack of political leadership from the state
- All parents should be informed of the detriments of standardized testing
- Your child cannot be punished, failed, or held back for refusing this test
10. Now is the time!
- More people are questioning PARCC than ever before – teachers, students and parents around the country have begun to speak out against high stakes testing
- Boycotts and other actions against high stakes testing have galvanized communities to fight for justice in education
- Given the large number of problems with the test, many schools will not be held accountable based on test results this year. This is a lower-stakes opportunity to boycott the test and to build momentum for bigger boycotts to stop the damaging “accountability” provisions in the years to come
- If your child is “fine” taking tests and you can supplement your child’s test-driven curriculum with enriching experiences outside of school, the same cannot be said for everyone
- Even if your school tends to meet AYP or other defined goals, the same cannot be said for all schools – especially those in under-resourced areas and disproportionately those populated by students of color
We need to stand up for all children who are experiencing an unprecedented transformation of the learning experience via the expansion of high stakes testing.
PLEASE check out:
Top Ten Acts of Test Resistance in 2014–The greatest year of revolt against high-stakes testing in U.S. history
For too long so-called education reformers, mostly billionaires, politicians, and others with little or no background in teaching, have gotten away with using standardized testing to punish our nation’s youth and educators. They have used these tests to deny students promotion or graduation, close schools, and fire teachers—all while deflecting attention away from the need to fund the services the would dramatically improve our schools. The year 2014 marked the greatest year of revolt against high-stakes testing in U.S. history. Across the country, students are walking out, parents are opting their children out, and teachers are refusing to administer these detrimental exams—often taking great personal and professional risk to defy the corporate education reformers. The impact of this movement can be seen in the poll released in August 2014 by Phi Delta Kappa/Gallup, which found that 54 percent of the general public said standardized tests are not helpful–the rate for public school parents was even higher, at 68 percent. To gain a full appreciation of the size and scope of this mass rebellion, check out the “Testing Reform Victories Report” from Fair Test. To gain insight into to the motivations and strategies of the leaders in this movement, order the newly released book, More Than a Score: The New Uprising Against High Stakes Testing. Here then are my picks for the top ten most powerful acts of resistance to high-stakes, standardize testing in 2014, listed in chronological order. I hope to add your action to my list next year! Top Ten Test-defiers 2014
In what was perhaps the largest student walkout against high-stakes testing in U.S. history, hundreds of high schools students in Colorado staged a mass walk out in November refusing to take their 12th grade social studies and science tests. Overall, more than 5,000 Colorado 12th graders refused to take the tests.
Karen Hendren and Nikki Jones teach first grade at Skelly Elementary School in Tulsa, Oklahoma and sent a beautiful letter home in November with their students explaining to the parents why they would be refusing to administer any of the standardized tests. This brave act met with immediate scorn from the school district and these teachers will need all of our support as they struggle for their students and their own jobs.
Amidst the cheers of anti-testing activists, Florida’s Lee County school board became the first district in the state to vote to opt out of all state-mandated testing—despite the fact that the state could implement sanctions for refusing to administer the tests. Ultimately those high-stakes frightened the school board into resuming the testing, however, the dramatic action changed the political landscape in Florida and prompted the State Education Commissioner to call for an “investigation” of standardized testing in Florida’s public schools to increase transparency for parents about the use of assessments and standardized tests.
Most school districts across Washington state were forced by Secretary Arne Duncan’s selective enforcement of the No Child Left Behind Act to send letters to nearly all the parents in the state informing them that their child attended a failing school. On August 2014, 28 school superintendents from around the state authored a letter of their own, where they declared that their schools’ successes are not reflected in these ratings and criticized No Child Left Behind.
In July, the thousands of educator delegates to the National Education Association’s Representative Assembly voted to demand the resignation of Secretary of Education Arne Duncan and launched “Toxic Testing” campaign that is raising awareness around the nation about the harmful effects of high-stakes testing.
The Providence Student Union has been one of the most organized and creative student groups in the nation in opposition to high-stakes testing. These students’ unrelenting efforts to expose the high-stakes testing sham—from staging a zombie march to show what the test do to your brain, to making the adults take the test and announcing their scores at a press conference—put enough pressure on the state legislature get them to vote in June for 3-year moratorium on use of high-stakes.
During the June testing season, New York State became the epicenter against high stakes testing as 60,000 parents refused to let their children be reduced to test scores and chose to opt out. One of the most prominent stories of opting out came from Castle Bridge Elementary in New York City where the test had to be canceled because over some 90% of children were opted out!
On May Day, international workers day, teachers at International High School, which serves English Language Learners, announced that they would refuse to administer a test that was culturally and linguistically inappropriate for their students. They defeated the test and were not reprimanded.
In April, three teachers at New York City’s Earth School became the first teachers in the nation to publicly refuse to administer a Common Core standardized test. They penned a beautiful letter describing their decision and their vision for education.
In February, teachers at Maria Saucedo Scholastic Academy voted unanimously to refuse to administer the Illinois Standards Achievement Test (ISAT). The teachers were threatened with the revoking of their teaching certificates. However, because of the overwhelming solidarity of the parents, students, and community, they defeated the ISAT and were not reprimanded!
Jesse Hagopian teaches history and co-advises the Black Student Union at Garfield High School in Seattle. He edited the book, “More Than a Score: The New Uprising Against High-Stakes Testing,” which includes a foreword by Diane Ravitch, an introduction by Alfie Kohn, and an afterward by Wayne Au (Haymarket, December). You can sign up to follow Jesse’s blog at: http://www.IAmAnEducator.com or follow him on twitter: @jessedhagopian
“…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.
A couple of days ago a New York area code popped up on my cell phone. I didn’t recognize the number—but when a teacher on the other end of line said that she was organizing a testing boycott at her high school, I certainly recognized the situation.
Emily Giles, a teacher at International High School at Prospect Heights, told me about a standardized test that was disrespecting the schools’ English Language Learner (ELL) students’ cultural and linguistic diversity. She told me about ELL students who were brought to tears during the fall pre-test administration of the exam because of the level of English used was far above the level of beginner ELLs—and thus provided very little useful feedback for the teachers. Emily told me about a test that some 50% of the parents were already set to opt out of. And she told me of the dedicated educators who were no longer willing to see their students humiliated or their profession degraded by the abuses of the NYC ELA Performance Assessment Test.
Similar conditions arose in Seattle last year when my colleagues at Garfield High School refused to administer the MAP test—and succeed in making the test optional for high schools. When I spoke to Emily, it was clear that she and her coworkers had already set in motion all the key components to a successful direct action campaign against the tests. We discussed how there are no guarantees about the outcome when you engage in civil disobedience, but that because her colleagues had built such a strong base of support among teachers and parents, if the staff truly felt that they could not administer this test in good conscience, I thought it was worth taking this stand for her students.
I checked in with her last night as she was preparing for the press conference today to see how she was holding up. I remember the fear vividly—the cold sweats and sleepless nights—I had when we prepared to announce that Garfield would refuse to administer the MAP test, and I figured she could use some support. What she told me let me know that these teachers are ready to take a bite out of the Big Apple. She said,
I’m feeling a little nervous, very excited, and completely inspired by the people I work with. I’m feeling really happy and honored to work with people who are so passionate about what they do, and care so deeply what happens in our classrooms and the lives of the young people we work with.
Today is May Day—international workers’ day. There is no better way to celebrate the struggles of workers today than by supporting these courageous educators at the first high school in New York City to boycott a standardized test by signing on to the petition in their defense.
Today is also my late Grandfather’s birthday. Happy Birthday Grandpa Chuck! Chuck was a conscientious objector during WWII. I said to him once near the end of his life, “Weren’t you afraid of how your peers and society would look at you for not going to fight in the war? That must have been a hard decision.” He paused before he spoke and I have never seen my gentle, soft-spoken grandfather look so fierce. To be honest, his look gave me a scare. Then he replied, “No it wasn’t hard at all. What would have been hard would have been to kill someone.”
That same gentle fierceness of spirit burns within the conscientious test objectors at International High School at Prospect Heights.
Don’t give up. And when you reach the end of your life, you will look back in certainty at having made the only choice you could have: Following your convictions in pursuit of justice.