test boycott

Leading Educators Support Teacher Test Boycott
JANUARY 21, 2013LEADING EDUCATORS SUPPORT TEACHER TEST BOYCOTT In a public statement released today, more than sixty educators and researchers [UPDATE: now more than 250], including some of the most well-respected figures in the field of education, pledged support for the boycott of the Measures of Academic Progress (MAP) test initiated by the teachers at Garfield High School in Seattle, calling the action a “blow against the overuse and misuse of standardized tests.” Among the signers of the statement are former US Assistant Secretary of Education Diane Ravitch, Chicago Teachers Union President Karen Lewis, author Jonathan Kozol and professor Nancy Carlsson-Paige. While the MAP test is used exclusively for rating teachers, “the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations” the educators wrote.
“We’ve had more than a decade of standardized testing,” Ravitch said, “and now we need to admit that it’s not helping.” She added: “By signing this statement, I hope to amplify the voices of teachers who are saying ‘enough is enough’.”
“On Martin Luther King Day, we celebrate people who are willing to take personal risks to act according to their conscience,” Lewis said. “The teachers at Garfield High School are taking a stand for all of us.” 
New York City public school teacher and doctoral student Brian Jones drafted the statement last week and received help with revisions and outreach from University of Washington professor Wayne Au. “I’m overwhelmed by the response to this statement,” Jones said, “I feel like this is the beginning of a real movement to challenge high stakes standardized testing.” 
“We contacted leading scholars in the field of education,” Au said, “and nearly every single one said ‘Yes, I’ll sign.’ The emerging consensus among researchers is clear: high stakes standardized tests are highly problematic, to say the least.”
“When I look at this list of names, I see the people whose work helped to make me the teacher I am today,” Jesse Hagopian, a teacher at Garfield High School said. “Their support really means a lot to me, and I know that many teachers at Garfield High School feel the same way.”   STATEMENT:WE SUPPORT THE TEACHERS AT GARFIELD HIGH SCHOOLHIGH STAKES STANDARDIZED TESTS ARE OVERUSED AND OVERRATED
THE USE OF STANDARDIZED TESTS IS SPREADING To fulfill the requirements of the No Child Left Behind legislation, schools in all 50 states administer standardized tests to students, often beginning in third grade, in reading and math. Now, in response to the demands of Race to the Top and the trend toward greater “accountability” in education, states are developing even more tests for more subjects. Standardized tests, once used primarily to assess student learning, have now become the main instrument for the high-stakes evaluation of teachers, administrators, and even entire schools and school systems. 
TESTS CONSUME A GREAT DEAL OF TIME AND MONEY Standardized testing is consuming an ever-growing proportion of education budgets nationwide. The total price tag may be nearly two billion dollars (1). Texas alone spent, last year, $90 million on standardized testing (2). These tests are not a one hour or one day affair, but now can swallow up whole weeks of classroom time (3). In Chicago, some students must complete 13 standardized tests each year (4).
TESTING HURTS STUDENTS In the name of “raising standards” the growth of high stakes standardized testing has effectively lowered them. As the stakes for standardized tests are raised higher and higher, administrators and teachers have been forced to spend less time on arts, sciences, social studies, and physical education, and more time on tested subjects. The pressure to prepare students for standardized exams forces teachers to narrow instruction to only that material which will be tested (5). With the fate of whole schools and school systems at stake, cheating scandals have flourished, exposing many reform “miracles” in the process (6). Worse, focusing so much energy on testing undermines the intrinsic value of teaching and learning, and makes it more difficult for teachers and students to pursue authentic teaching and learning experiences.
RESEARCH DOES NOT SUPPORT USING TESTS TO EVALUATE TEACHERS  As a means of assessing student learning, standardized tests are limited. No student’s intellectual process can be reduced to a single number. As a means of assessing teachers, these results are even more problematic. Research suggests that much of the variability in standardized test results is attributable to factors OTHER than the teacher (7). So-called “value-added” models for teacher evaluation have a large margin of error, and are not reliable measures of teacher performance (8).
EDUCATORS ARE TAKING A STAND FOR AUTHENTIC TEACHING AND LEARNING In a nearly unanimous vote, the staff at Garfield High school in Seattle decided to refuse to administer the district’s Measures of Academic Progress (MAP) test. Research has shown that this test has no significant impact on reading scores (9). While serving other low-stakes district purposes in the Seattle Public Schools, it is only used as a high-stakes measure for teachers, even though the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations. In taking this action, the educators at Garfield High School have struck a blow against the overuse and misuse of standardized tests, and deserve support. We, the undersigned (10), stand with these brave teachers and against the growing standardized testing industrial complex. 
Signed*,   Curtis Acosta Chican@/Latin@ Literature Teacher, Tucson   Lauren Anderson University of Southern California   Sam Anderson National Black Education Agenda   Taiwanna Anthony Prairie View A&M University   Jean Anyon The Graduate Center, City University of New York    Michael W. Apple University of Wisconsin   Guy Aronoff Humboldt State University   Fadhilika Atiba-Weza Retired Superintendent   Wayne Au University of Washington, Bothell Rethinking Schools    Ann Aviles de Bradley Northeastern Illinois University   Bill Ayers University of Illinois, Chicago    Rick Ayers University of San Francisco   Jeff Bale Michigan State University   Johanna Barnhart The Graduate Center, City University of New York   Ann Berlak San Francisco State University   Kenneth Bernstein Maya Angelou Public Charter Middle School   Stephen Bezruchka University of Washington   Bill Bigelow Rethinking Schools    Elizabeth Bissell Putney Central School   Maureen T. Boler PS17K, New York   Kathryn Borman University of South Florida   Jon Bougie Loyola University Chicago   Steve Brier The Graduate Center, City University of New York   Jacqueline Grennon Brooks Hofstra University   Anthony Brown University of Texas, Austin   Mike Budd Florida Atlantic University United Faculty of Florida   Jim Burns South Dakota State University   Kristen Lynn Buras Urban South Grassroots Research Collective   Carol Burris South Side High School   Keith Campbell Saint Mary’s College of California   Kenneth Carano Western Oregon Univesity   Nancy Carlsson-Paige Lesley University    Elizabeth Carroll Appalachian State University   Cynthia Carvalho Keith Middle School, New Bedford   Noam Chomsky Massachusetts Institute of Technology   Linda Christensen Rethinking Schools   Dan Clawson University of Massachusetts Amherst   Anthony Cody Education Week Teacher Magazine   Ross Collin Manhattanville College   Kevin Cordeiro Social Studies educator   Kim Cosier University of Wisconsin, Milwaukee   Keith Danner University of California, Irvine   Antonia Darder Loyola Marymount University    Noah DeLissovoy University of Texas, Austin   Peter Delmont RWTH Aachen University   Amy Derr East Lyme High School   Susan DuFresne Teacher, Washington State   Susan Huddleston Edgerton Massachusetts College of Liberal Arts   Jeff Edmundson University of Oregon   Shanti Elliott Francis Parker School, Chicago   Christopher Erickson Great Neck South High School   Pete Farruggio University of Texas Pan American   Joseph Featherstone Michigan State University   Anita Fernández Prescott College   Donna Fielding Plainview – Old Bethpage John F. Kennedy High School   Michelle Fine The Graduate Center, City University of New York   B L Buddy Fish Jackson State University   Nancy Flanagan Education Week Teacher Magazine   Mark Fuller University of Wisconsin, Rock County   Esther Fusco Hofstra University   Ofelia Garcia The Graduate Center, City University of New York   Ruth Wilson Gilmore The Graduate Center, City University of New York   Alice Ginsburg Author   Gene Glass University of Colorado, Boulder   Noah Asher Golden The Graduate Center, City University of New York   Joanna Goode University of Oregon   Avery F. Gordon  University of California, Santa Barbara   Julie Gorlewski State University of New York, New Paltz   Paul Gorski George Mason University   Tim Goulet Pipefitters Local Union 274   Karen Gourd University of Washington, Bothell   Judith Gouwens Roosevelt University   Sandy Grande Connecticut College   David Gregal Teacher   Thomas Grotelueschen University of Wisconsin, Whitewater   Gabriella Gutiérrez y Muhs Seattle University   Rico Gutstein University of Illinois, Chicago   Helen Gym Asian American United Rethinking Schools   Amy Hagopian University of Washington   Leonie Haimson Class Size Matters   Zoe Hammer Prescott College   Nicholas D. Hartlep Illinois State University   Barbara Hawkins Teachers College, Columbia University   Todd S. Hawley Kent State University   Nick Henning California State University, Fullerton   Robin Hiller Voices for Education    Jane Hirschmann Time Out From Testing   Donald Holder Bryant University   Brian R. Horn Illinois State University   James Horn Cambridge College   Diane Horwitz DePaul University   Christi Howarth Long Beach Unified School District   Nora Hyland Rutgers   Derek Java Adjunct Professor of English   Lisa Jilk University of Washington   Ed Johnson Advocate for Quality in Public Education, Atlanta   Shaun Johnson At the Chalk Face   Brian Jones The Graduate Center, City University of New York   Denisha Jones Howard University   Pamela Joseph University of Washington, Bothell   Marc Kagan New York City iSchool   Richard Kahn Antioch University Los Angeles   Stan Karp Rethinking Schools    Judith S Kaufman Hofstra University   Kenneth Kaufman NYC High School Teacher   Bill Kennedy University of Chicago   M. Bruce King University of Wisconsin, Madison   Joyce E. King Georgia State University   Jonie Kipling Hofstra University   Sid Kivanoski Brooklyn Technical High School   Matthew Knoester University of Evansville   Rachel Knoll  Mother, Educator  Madison, WI   Philip Koch Maryland Institute College of Art, Baltimore   Pamela J. Konkol Concordia University Chicago   Jodi (Sacks) Kostbar Professional Performing Arts School   Randy Koval NW Teachers’ Learning Center   Julia Eklund Koza University of Wisconsin, Madison   Jonathan Kozol Author    Stephen Krashen University of Southern California   Kevin Kumashiro University of Illinois, Chicago National Association for Multicultural Education   Stacie Leal Eastern New Mexico University    Beth M. Lehman Eastern Mennonite University   Raina J. León St. Mary’s College of California   Zeus Leonardo California State University, Long Beach   Karen Lewis Chicago Teachers Union   Jolie Lindley Indiana public educator   Jennifer Lindsay Brown University   Pauline Lipman University of Illinois, Chicago   Aniela Lopez University of California, Los Angeles   Valorie Luke Teacher, Antioch   Matthew Mackritis Educator, Wyoming   Barbara Madeloni University of Massachusetts, Amherst   Tim Mahoney Millersville University   Verónica Mancheno Teacher, Milwaukee   Sallie A Marston University of Arizona   Victoria J. Maslow New York City Department of Education   Kavita Kapadia Matsko University of Chicago   Lisa A. Mazzei University of Oregon   Morna McDermott United Opt Out National   Kathleen McInerney Saint Xavier University   Elizabeth Meadows Roosevelt University   Erica R. Meiners  Northeastern Illinois University    Deborah Meier Coalition of Essential Schools   Mikki Michele   Nicholas Michelli The Graduate Center, City University of New York   Gregory Michie Chicago Public School teacher Concordia University Chicago   Alexandra Miletta Mercy College   Alex Molnar University of Colorado, Boulder National Education Policy Center   Steevenson Mondelus HOFSTRA graduate, Social Studies   Terry Moore Save Our Schools   JoAnn Moreno Parent and educator, Chicago   Doug Morris Eastern New Mexico University   Mark Naison Fordham University   National Association for Multicultural Education   Monty Neill FairTest   Donna Nevel  New York University   Christopher Newsome University of Central Florida   Sonia Nieto University of Massachusetts, Amherst    Pedro Noguera New York University    Isabel Nuñez Concordia University Chicago   Dr. Tema Okun National Louis University   Bradley Oliver-White Student, UK   Edward Olivos University of Oregon   Celia Oyler Teachers College, Columbia University    Lisa (Leigh) Patel Boston College   Thomas Pedroni Wayne State University   Kathleen M. Perez Catherine and Count Basie Middle School 72Q   Rick Petaccio   Emery Petchauer Oakland University   Bob Peterson Milwaukee Teachers’ Education Association Rethinking Schools    Anthony Picciano The Graduate Center, City University of New York    Bree Picower Montclair State University   Irene Plonczak Hofstra University   Theresa Plue Easton Secondary School   Thomas S. Poetter Miami University   Anthony Pravin   Courtney Prusmack Adams 14 Schools, Denver   Therese Quinn Teacher   Annette Quintero United Teachers of Dade   Rachel Radina Miami University   Jessie Ramey University of Pittsburgh   Diane Ravitch New York University   Kristen A. Renn Michigan State University   Rethinking Schools   Yolette Rios Hesperia Teachers Association California Association of Bilingual Educators   Scott Ritchie Kennesaw State University   Mari Ann Roberts Georgia Researchers Educators and Advocates for Teacher Evaluation Reform National Association for Multicultural Education, GA Chapter   Peggy Robertson United Opt Out National   Georgiena C. Robinson John F. Kennedy High School Plainview, NY   John Rogers University of California, Los Angeles   Jerry Rosiek University of Oregon   Leilani Sabzalian University of Oregon   Kenneth J. Saltman DePaul University, Chicago   Lily Sanabria-Hernandez Hofstra University   Karyn Sandlos School of the Art Institute of Chicago   Mara Sapon-Shevin Syracuse University   Karen Saunders Spark Teacher Education Institute Brattleboro, Vermont   Al Schademan California State University, Chico    Eric Schmitt Teacher, New York   Nancy Schniedewind State University of New York, New Paltz   William Schubert University of Illinois, Chicago   Ann Schulte California State University, Chico   Tim Scott Education Radio   Brad Seidman John F. Kennedy High School Bellmore, NY   Doug Selwyn Plattsburgh State University   Susan Semel The Graduate Center, City University of New York   Carla Shalaby Wellesley College   Jessica T. Shiller Towson University   Snehal Shingavi University of Texas, Austin   Ira Shor The Graduate Center, City University of New York   Christopher Simmerman University of Minnesota, Twin Cities   Alan Singer Hofstra University   Elizabeth A. Skinner Illinois State University   Timothy D. Slekar Penn State University, Altoona   Christine Sleeter California State University, Monterey Bay   Ceresta Smith United Teachers of Dade Phoenix Rising MORE Caucus   Mary Anne Smith Metro Atlantans for Public Schools   Jody Sokolower Rethinking Schools   Jim Sommerville Cudahy Middle School   Suzanne SooHoo Chapman University   The Southeast Massachusetts & Rhode Island Coalition to Save Our Schools   Mariana Souto-Manning Teachers College, Columbia University   Joi Spencer University of San Diego   Joel Spring Queens College and The Graduate Center, City University of New York   Sandra L. Stacki Hofstra University   Robert J. Starratt Boston College   Lester Stasey Alvarez High School, Providence   David W. Stinson Georgia State University   Jennifer Stoops Graduate Center, City University of New York   David Stovall University of Illinois, Chicago   Erin Villegas Strauss Science Museum of Minnesota   David Strom San Diego State University   Simeon Stumme Concordia University Chicago   Daiyu Suzuki Edu4 Teachers College, Columbia University   Katy Swalwell George Mason University   Cathryn Teasley Universidade da Coruña   Melissa Bollow Tempel Milwaukee Public Schools Rethinking Schools   Luke Tervola Illinois State University   Chris Thinnes Curtis School, Los Angeles   Paul Thomas Furman University   Tim Thomas Educator, Birmingham Public School District   Maris Thompson California State University, Chico   Casey Tiemann University of Oregon   Carol L. Tieso College of William and Mary   Joe Tonan Claremont Faculty Association   Cynthia Toups Cairo High School   Victoria F. Trinder University of Illinois, Chicago   Eve Tuck State University of New York, New Paltz   Jesse Turner Children Are More Than Test Scores   Carrie Tzou University of Washington, Bothell   Kerri Ullucci Roger Williams University   Wayne Urban University of Alabama   Angela Valenzuela University of Texas, Austin   Bob Valiant Dump Duncan   Jane Van Galen University of Washington, Bothell   Karen Vargas Antioch Education Association   Manka Varghese University of Washington   Michael Vavrus The Evergreen State College   Sofia Villenas Cornell University   Shirin Vossoughi Stanford University School of Education   Federico R. Waitoller University of Illinois, Chicago   John Walcott Calvin College   Stephanie Walters Rethinking Schools   Helge Wasmuth Mercy College   William Watkins University of Illinois, Chicago   Kathleen Weiler Tufts University   Lois Weiner New Jersey City University   Matthew Weinstein Teacher Educator Tacoma, WA   Kevin Welner University of Colorado, Boulder National Education Policy Center   Angela Wheat Freeport High School   Barbara Winslow Brooklyn College   Wolfsong Early Childhood Educator, Massachusetts   Kathy Xiong Milwaukee Public Schools Rethinking Schools   Cabot Young Clinical Psychologist   Zena Youseph New South Wales Department of Education, Sydney Australia   Diana Zavala Change the Stakes   Yong Zhao Author and Scholar   Al  Zucker New Day Academy, Bronx
1. Chingos, M. M. (2012). Strength in Numbers: State Spending on K-12 Assessment Systems. Brookings Institution. 2. Cargile, E. (May 3, 2012). “Tests’ price tag $90 million this year”. Kxan Investigates, Kxan.com (NBC). 3. Dawer, D. (December 29, 2012) “Standardized Testing is Completely Out of Control”. PolicyMic.com. 4. Vevea, B. (November 26, 2012) “More standardized tests, more Chicago parents looking for ways out”. WBEZ.org. 5. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267. 6. Pell, M.B. (September 30, 2012). “More cheating scandals inevitable, as states can’t ensure test integrity”. The Atlanta Journal-Constitution. 7. Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. See also: DiCarlo, M. (July 14, 2010). “Teachers Matter, But So Do Words”. Shanker Blog, The Voice of the Albert Shanker Institute. 8. Schafer, W. D., Lissitz, R. W., Zhu, X., Zhang, Y., Hou, X., & Li, Y. Evaluating Teachers and Schools Using Student Growth Models. Practical Assessment, Research & Evaluation, 17(17), 2. 9. Cordray, D., Pion, G., Brandt, C., Molefe, A., & Toby, M. (2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000. National Center for Education Evaluation and Regional Assistance. 10. All signatures represent individual opinions, not institutional endorsements, unless specified. To add your signature to this statement, send an email with your name and affiliation(s) to: GHSstatement@gmail.com.   * This list will be updated once per week. The last update was Feb 4, 2013.   
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