The 'S' Word: Part II

"And it has made standardized tests the main measurement of students, schools and, now, teachers. This obsession has bastardized the entire learning process, narrowing curriculum, fostering cheating scandals, harming real student achievement and putting teachers in a position of being blamed for things for which they are not responsible."
http://voices.washingtonpost.com/answer-sheet/race-to-the-top/

I found this quote relating to my post from yesterday (See, The 'S' Word). There is not much more I have to say that this quote already has not. It is strong, it is bold, it is the truth of what government is doing to harm education, and the people are allowing it to happen.

Complaining solves little, but making the public aware is a start. Now the issues are clear, let me share some suggestions. Below are suggestions taken from a research resource called Rand.

I think we are taking a step toward #1 through the National Board Teacher Certification process, which many teachers have taken advantage of. #4 addresses the concern that NCLB focuses on Reading & Math, leaving other subjects on the back burner. I disagree with #5 since many teachers in low-performing schools are there because they are already determined to support those students. Try rewarding them with smaller class sizes immediately so they can focus on instruction rather than classroom management (see previous blog). And #8, oh #8...a topic so little considered in the realm of NCLB. It is as if policy makers refused to recognize the ginormous amount of language learners in our schools! Despite research stating it takes at least 7 years to proficiently take a test in another language, ESL learners are required to take standardized test just years after arriving to the country. How comfortable would you be taking that test after a couple years in the country? You may know your basic communication skills, but what about academic content in the 2nd language? Yikes!


How Can NCLB Be Made More Effective?
Should Congress reauthorize NCLB, RAND researchers recommend that it consider the following changes:
1. Promote more uniform academic standards and teacher qualification requirements across states.
2. Set more appropriate improvement targets using alternative accountability approaches that incorporate growth without the current targeting structure.
3. Broaden test measures and hold schools accountable in some way for subjects other than reading and mathematics.
4. Provide incentives for teachers to teach in low-performing schools, such as a higher salary or lower class loads for “highly qualified” teachers.
5. Allow for a more flexible system of interventions that enables states and districts to identify and prioritize the schools most in need and to design consequences to address their particular needs.
6. Broaden staff development beyond academic content and effective instruction to include approaches to problem solving, the development of interventions geared to the problems identified, and tools and practices for effective implementation of interventions.
7. Recognize the limited benefits of school choice, at least at this time, and focus efforts for school improvement on all schools while continuing to offer school choice.
8. Commit more resources to find better instructional methods and programs, especially for students with limited English proficiency and learning disabilities.