Welcome to the “Stop High‐Stakes Testing” Movement
Our Testing is Illegal “Endorsement” – admits Arne Duncan, U.S. Education Chief
Their Big‐Gov Disablingly Separate, Unequal and Denied Education “Ed” Policies
The 1964 Civil Rights Act, Elementary and Secondary Education Act (ESEA) in ‘65, and U.S. Ed Dept est 1979 was to protect K‐12 equal access. 01 , 02 Bush ESEA 2002 renewal added standardized “high‐stakes” testing** No Child Left Behind (NCLB). They promised equal opportunity to every public and charter student but endorsed (required) equal access only to math and English.** Their resultant sanctioning (denial) of “whole‐student” curricula starting with music and arts causes disablingly separate, unequal and denied‐access education.*** 03 , 06 “At first they came for my neighbor’s kid, but then they came for mine”.
Their Big‐Gov Blind‐Trust Testing Bubble
Their Blind‐Trust Testing Bubble continues relentlessly in American education. Yet, China and other countries are fundamentally and methodically replacing their own big‐gov standardized testing with whole‐student education that emphasizes “the individual” over The Test.*** 04 Test leader Shanghai is expected to pull out of world competition. 04.L
President Obama and Secretary Duncan continue NCLB and their signature higher‐stakes “Race to the Top” federal agenda and contest, renamed “Race to the Bottom” by educators. This includes “Duncan Waivers” and newest “Equity
and Opportunity” scheme, as well as their illegally funded and puppeteered Common Core “State?” Standards. 5.1
Their Big‐Gov Standardization of Young Minds
An endless theft from whole‐student education, their false‐promise Common Core con job is said to be the “next‐generation” of “game‐changer” testing that will provide “readiness”. But negligently conceived and designed, it doesn’t really prepare young minds for success in college and careers, or independent, critical and creative thinking, as it deepens test‐and‐punish “rigor”. No two kids are alike, yet all are being “standardized” and “zombie‐ized”(A1, A3). 5.2 , 03
Their Big‐Gov High‐Stakes and Excessive Standardized‐Testing Cancer
A student asked, “will there be anything we will need to remember after the test”? NCLB and Common Core endorse‐ but‐sanction high stakes and excessive standardized‐testing cancer kills the love to learn and teach as it undermines
common sense and countless futures. States rejecting the Core must also ban their own high stakes in all forms. 5.2, 0
The High‐Stakes Education Rule and “invisible” Socio‐Academically Disadvantaged
Beware of The High‐Stakes Education Rule: What is tested with high‐stakes standardized accountability gets taught; what is not tested gets unequal or denied access.†6b The K‐12 student of socio‐academic advantage [high(er) test score] gets unequal access to whole‐student curricula or can outsource to learn, while the “invisible” disadvantaged student [low(er) test score] learns to grow up with disablingly narrow, separate and denied‐access education (A4). ††
Our Music and Arts are quietly Being Replaced
Even music and arts Title I low‐income fed funding is quietly being replaced in local schools by federal and state math and English high‐stakes “accountability” pressures, particularly for low(er) test results. (A1,5,6). 06 Students needing it the most are left out, their opportunities lost, perhaps forever.
Their Big‐Gov Betrayal of Promises
Betrayal of promises to teachers, students and America (07) makes equal‐access learning impossible as long as test scores help determine teacher jobs and student futures (A7). Intimidated teachers and administrators face conflicts‐of‐interest daily between the balancing of individual whole‐student development versus disabling high‐stakes standardization. ††
Their Big‐Gov LEARNING DISADVANTAGE GAP (attachment A4)
Previous administrations’ negligence gave birth to The LEARNING DISADVANTAGE GAP, which metastasized into an even‐more invasive socio‐academic cancer, today (A4). Teachers and young students are pressured and punished into the high‐stakes “no‐excuses” blame game of inappropriate “accountability”.08 “So, I am 110 percent behind our teachers. (Applause.) But all I’m asking in return...is some measure of accountability. [high‐stakes testing](Applause)...If we’re not seeing results in the classroom, then let’s help them become more effective. [higher math and English test scores] If that doesn’t work, let’s find the right teacher for that classroom.” [teach to the test or terminate](Applause.) –from National Urban League speech by Pres. Obama, July 29, 2010.
Welcome to the “Stop High‐Stakes Testing” Movement [Paragraph 1]
Their Illegal State Endorsements of Socio‐Academic Discrimination (A4)
Their illegal Big‐Gov endorsement forces states into equally‐illegal complicity. States also have a constitutional duty to ensure that all students receive “basic equality of educational opportunity” ̶ Butt v. California, Ca Supreme Crt, 1992. 09h. As it is illegal for the feds to endorse or sanction subjects, it is equally so for states to accept federal funds when doing the same, such as Common Core or alternative testing, Race to the Top, and of course, No Child Left Behind. “The Constitution does not protect the sovereignty of States for the benefit of the States or State government, but [instead] for the protection of individuals.” ̶ New York v. United States, U.S. Supreme Crt, 1992. 09f Selective sanctioning of whole‐student education 06b is disproportionately disabling to the youngest and academically disadvantaged (A4).† “Individual rights do not stop at the school‐house gate” ̶ Tinker v. Des Moines Independent Community School District, U.S. Supreme Court, 1969. Along with low family income, their high‐stakes and excessive standardized testing causes socio‐academic discrimination from selectively denied‐access to whole‐student curricula as well as testing abuse, rank‐and‐label profiling, negative stereotyping and segregation.†† “It is a right which must be made available to all on equal terms” ̶ Brown v. B.o.E., Chief Justice Warren, U.S. Supreme Crt, 1954. 09, 09c, 01
Challenge Their Big‐Gov Negligence Rule and Our Blind‐Trust Complacency
Be aware also of their Big‐Gov Negligence Rule: Trust and grade us by our promises, not our performance (A7).†††10 Negligence from “leading” political parties, lawmakers, civil‐rights groups, media and corruptive “big‐money” has failed students, parents, teachers and America. (11) To help the “Stop High‐Stakes Testing” Movement, start by sharing far‐and‐wide this Call to Action: “We’re mad as hell and not going to take it anymore”. See “what‐to‐do tips” (A8) and ref links. (12)
Our blind‐trust complacency has allowed for the rise of their testing abuse and anti‐democratic arrogance, authoritarianism, harmful negligence and false‐promise Blind‐Trust Testing Bubble.(††)†
“At first they came for my neighbor’s kid, but then they came for mine.” ―John Charles Thompson, 2014 adaptation from M. Niemöller, 1946
© 2010‐14 Parents and Students for Music and Arts. All Rights Reserved. Contents may be reproduced with appropriate credits.
"The following recommendations for a resolution to veto implementation of the SBAC in Missouri and investigate decisions made by the commissioner of education and state board of education to implement the SBAC without assurance of its technical adequacy are made on the grounds that state education leaders did not exercise due diligence in the adoption of membership in SBAC prior to reviewing evidence of assessment validity and reliability; and on their insistence that school districts administer SBAC to evaluate teachers, as well as, earn points toward accreditation in MSIP5, without assuring districts of SBAC assessments’ legal defensibility:
A well researched list of articles by education reformers
compiled by John Charles “Johnny” Thompson.Click on the link above to access all the article links.
“Most of these reform terms, slogans and clichés are routinely and relentlessly used to intimidate and “oversell” test-score measurements that promise college 'readiness' and careers primarily by aggressively promoting and administering government funded or otherwise influenced 'high-stakes' standardized testing. Note the term high-stakes is never mentioned in their ed doctrine but it is the one term that underpins most of their marketing and bullying tactics often with confusing and misleading jargon:
Academic Achievement or Performance (Standards)
Adequate Yearly Progress (AYP)- NCLB
Below Grade Level
College And Career Ready (or Success)
Charter School Innovation
Common Core State Standards (CCSS)
Data Driven Evaluation (Or Implementation)
Enhanced Data Systems
Equity And Opportunity
High Expectations (Culture Of)
Highly Qualified Teachers
High Quality (Assessments)
No Child Left Behind (NCLB)
Outcomes And Success
Race To The Top (RTTT)
Raising The Bar
Raising The Stakes
Scientifically-Based Standards (Or Research)
Standards And Accountability Movement
Student Achievement, Grit, Growth, Outcomes, Success
Teacher Effectiveness, Evaluation (System) Quality And Success
“Teach For America”
VAM (Value-Added Measurements Or Methods)
At least one of these reform terms and slogans appear in nearly all of the 300+ links."
We heard almost nothing from DESE at the end of the pilot tests last spring even though there were numerous problems in piloting districts. We didn't even see the scores that resulted from those tests. The scores would only be useful as a relative baseline upon which to compare future tests. They were, by SBAC's own admission, meaningless as a measure of student performance on the tests since they piloted both the delivery system and the items simultaneously.
The state rolled out the latest version of the test, a fixed form, not computer adaptive as last year's was, with little comment on its readiness. The field reports so far indicate it may have as many problems as last year's pilot, only this time every district in the state can experience those problems, not just a select few pilot districts.
We have gotten phone calls from concerned teachers who have seen the problems with the test:
that DESE cannot hide these problems again, we would appreciate those
who are involved in administering the test sharing their observations of
problems. Please use this link to go to our on-line form to provide your input. Responses are anonymous.
Districts where parents are refusing the test*
Columbia Public Schools
Laclede Co. C-5
Lincoln County R3
Meramec Valley R3
Savannah School District
School of the Osage, Lake Ozark
Wentzville School District
Missouri Coalition Against Common Core 2013