Who Isn’t Refusing the PARCC?

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This image might look familiar to you. Many have been changing their profile picture to show solidarity in the grassroots movement to refuse the high stakes PARCC test. This simple act will empower many to have the courage to compose and submit their refusal letter, even if they feel like they are the only ones in their town. There is power in numbers . This is an easy way to visually show the number of supporters and to increase their reach and power.

The refusal movement is growing and with the PARCC set to start tomorrow, the numbers will only rise. Though many of us have been working tirelessly to get the word out, many parents remain uninformed. Of course there are some who are informed and will choose not to refuse the test for their children.Perhaps they feel that the test is just another test. Or maybe they know their child will do well, and therefore it doesn’t bother them. Or even they may think the test is good practice for life. My goal is not to diminish their reasons, but to point out that their choice is an informed choice.

What about the overwhelming number of parents out there who are just simply not informed or misinformed?

Many school districts across the state have held information nights to present the parents with all of the wonderful benefits of the revolutionary PARCC test. If a parent does not have an education background and has faith in their schools, it would be easy after sitting through such a presentation to feel good about this new test. Who wouldn’t want a test that can really help the teachers and parents understand the needs of their children and get every child to be career and college read? Sounds great! And what’s more modern than a Chromebook? Technology is the way of the future, so why not prepare students for the future?

But let’s face it, the PARCC test, or any test standardized or not, does not have the power to do what supporters claim it can do.

Tests don’t level playing fields. Tests don’t make anyone ready for any career or college. Tests don’t tell parents or teachers what a child needs or doesn’t need. To achieve those goals you need human interaction by way of teaching, listening, conversing, and working.

However the PARCC test has:

  • reduced the amount of time and resources spent on science and social studies in the elementary school.
  • strained local school budgets to allow for the purchase of technology (namely Chromebooks) and PARCC-related training.
  • caused physical damage by requiring students as young as 8 years old to type and stare into computer screens for extended amounts of time.
  • caused anxiety in students and teachers by placing increased stress on testing.
  • caused schools to cancel meaningful and relevant assessments such as midterms and finals in high school and authentic assessments in lower grades.
  • reduced the time teachers have to teach yet increased the amount and pace of learning.
  • given many students an unwarranted feeling of failure.
  • caused schools to cancel field trips.

I could go on, but I won’t. Instead consider that if even half of this is true, then why aren’t droves of parents refusing? Well, if you set aside those who truly are informed and have decided to push ahead with the test, there are many others to consider.

Let’s face it. The most parent participation in school happens at the kindergarten level. Then it slowly tapers off until junior year of high school when parents become worried about the college application process. Perhaps one problem this whole mess has revealed is that the days of just blindly trusting schools to do what is right for our children are over. We all need to be active, informed participants in our schools, even if that means giving up some of the time suckers that we all know and love (Netflix, stupid video games on our phones, Facebook, Pintrest, Instagram, etc.)  Because a distracted populace is one that is easily manipulated.

Secondly, consider the fact that the obsession with high stakes testing started way back in 2001 with the inception of No Child Left Behind (NCLB). The majority of schools escaped feeling any pressure because the threshold for achieving Adequate Yearly Progress (AYP) was so low. What this means is that if a school had a subgroup population such as special education or Hispanic not meet the required mark, all the school had to do was show that group improved marginally the next year. It became okay that they failed, so long as they just failed a little less. I have sat through presentations where our principal broke down exactly how many kids had to pass to make AYP, and it was shocking how few.

Schools even went so far as to cater to kids who fit into more than one subgroup population (African-American and special education, or low-income and Hispanic) and make sure that they had priority for any special extra help classes.

However, schools in high poverty areas were hit the hardest. They were threatened by state takeovers. Administrators were afraid to lose their jobs, which too often came with lucrative opportunities for easy corruption. Inner city children have been suffering in schools dominated by test preparation for years. Sure the PARCC test takes it to a new level, but the damaging effects of high stakes testing have a long track record in this country.

Where was this movement in 2001, 2005, 2008?

One teacher reached out to me and asked me to write about the kids whose parents have no idea that they can refuse the test. In her diverse elementary class, the kids refusing come from affluent, educated families.The kids in her class from families with low socioeconomic status, uneducated parents, or recent immigrants are left to suffer through the test, while the other half of the class gets to go hang out in the library and read books. The worst part is that the teacher feels pressure not to encourage test refusal, so when the test begins she will have to bite her tongue and watch her lowest performing students suffer through a test that many believe has been proven developmentally inappropriate.

So while we celebrate the success of this grassroots movement, we should remember those children who must suffer through this test not because their parents chose for them to take it or because their teacher thinks it is a good idea. They will do so because their parents are uninformed or misinformed, and once again they will be left behind.

In the Blink of an Eye

I remember the moment when I first looked into the eyes of of my first baby. His eyes black as night peered at me from under the blanket draped over us, Barely wiped down from the messy miracle of birth, he was placed against my bare chest. We could have been anywhere at all. In a cab. In a meadow. On the moon. Those eyes were all that I saw, the only things in the world, besides his soft heartbeat against my chest.

It’s easy to forget the wonder of that moment in the rush of everyday life. The lunchboxes to pack. The homework to complete. The papers to sign and return. The toys on the floor. The dishes in the sink. The laundry, the laundry, the laundry. But yet it is a wonder that we adults should never take for granted.

When I was pregnant with my first baby, the first ultrasound was incredible. I had never seen anything like it. The grossness of a transvaginal ultrasound (sorry fellas but reading those words is much easier than going through one) suddenly didn’t matter when the little flicker of the heartbeat came into focus on the screen. That was my baby growing inside of me.

By the third ultrasound, I was obsessed with them. I carried the pictures with me everywhere and stared at them in awe. Ultrasounds were the coolest things in the world. I remarked once to the technician, at the 6 month ultrasound for my second baby, that she must have one of the best jobs in the world. To which she replied, “Yes, when the baby is healthy.” I felt my heart drop into the pit of my stomach.

My first pregnancy and delivery had gone without a hitch. I had no reason to think about complications. I was so lucky, and I never even thought twice about it. Of course the technician’s job wasn’t all declaring with glee, “It’s a boy”, or “It’s a girl.” Sometimes there was no heartbeat. No heartbeat. I couldn’t imagine, but in that moment of awkward silence I was forced to.

I had no way of knowing that that baby inside me that day would be born prematurely. I had no idea that I would be rushed for an emergency C-section and that I wouldn’t hear him cry when he was born, because he had trouble breathing and was rushed from the room. I had no idea that I wouldn’t hold him for over 24 hours after birth, or that I would learn to nurse him with an IV sticking out of his scalp.

Thankfully, he was okay after a few days in the NICU and was able to come home with us from the hospital. Though, I met many parents that were not so fortunate.

Now my first baby is 7 years old and my second is 5. I don’t know where the time goes, but I know it goes quickly. Just talk to any parent of a child about to graduate high school, and they will tell you that it feels like just yesterday that they were putting their child on the bus to kindergarten.

Testing starts on Monday in our town and across much of New Jersey. And I think what bothers me the most is the precious time that is being wasted. Ask parents what they want for their children more than anything in the world and few will reply high test scores, but many will say that they want their children to be happy.

Why make school feel like work?

Children are in school a fleeting 13 years (not counting college, if they attend). The current life expectancy in the U.S. is 79 years old. They will spend the vast majority of their lives working. Of course we all hope our children love their occupations, but the reality is that many adults do not.

Why not invest the time, energy, and money wasted on testing our children to death and spend it on making the 13 years of school more inspiring, engaging, and full of learning driven by discovery and doing instead of receiving? The test makers claim that their tests make education more rigorous and prepare children for college and careers. Well, I think rigor comes from teaching, thinking,and applying knowledge to actual tasks and projects not from tests.

Children best prepared for the world spend time in it from a young age. You want to prepare children for college and careers, improve the foreign language programs in America that are grossly lacking compared to other countries. Take the children on more trips to see their town, state, country, and world. Sure, have the children analyze text, but then instead of answering questions on the computer, ask them to take what they learned and DO something with that knowledge.

They could write and deliver a persuasive speech. Participate in a debate. Create an advertisement. Draw a comic strip. Design a lesson about what they read and teach it to the class. Write and illustrate a children’s book about it. Research other points of view and compare and contrast them. Start a service learning project to make real progress towards solving a problem they read about.

Those activities require higher order thinking skills and demonstrate rigor much more than a test with multiple choice, short answers or even a complex essay. Yet those activities are being cut from teacher lesson plans in favor of more and more worksheets to “get through” the demands of the Common Core and more and more test prep to prepare for tests that are tied to teachers’ livelihood.

On Monday, the test will begin and the clock will keep ticking. Ticking off the minutes they have to complete each section. Ticking off minutes for short breaks. Ticking off the minutes until school is over and they can finally run free. Ticking off minutes of their childhood that they will not get back, even if the PARCC test is thrown out in a year or two.

In the blink of an eye, a piece of their precious childhood will be wasted.

And all of us are to blame.

My parents and I with my second son in the NICU.

My parents and I with my second son in the NICU.

5 Changes I Want to See in Schools Right Now

1. I want schools to be beautiful spaces. 

Television is full of beautiful rooms. Every sitcom and drama has a crew of designers paying attention to every last detail from the paint color to furniture and accessories. In movies, actors and actresses move from one decadent set to another even in low-budget films. Commercials are shot in stunning, immaculate homes making many families green with envy. Reality television is teeming with renovation and design shows.

Yet our children, who are supposed to be our pride and joy, spend hours, for 180 days a year, in schools where little attention or money is paid to design. Sure some schools have a mural or two. And many teachers do a stellar job of making their classrooms more inviting than just slapping a few store-bought posters on the walls. But overall, most schools are painted drab industrial colors with flooring that is uninspired at best. Our children sit in uncomfortable chairs and look out unadorned windows.  The problem is even worse in low-income areas. In Baltimore City, I taught in a school with roaches and mice running across my classroom floor and lead in the drinking water. Many schools need to improve their cleanliness way before they consider design. But, wouldn’t it be nice if there was just a little more beauty? Don’t our children at least deserve quality lighting and a soothing wall color that doesn’t scream institution?

2. I want tissues in every nurse’s office and classroom to be softer. 

Don’t laugh. I am not asking for Puffs Plus with lotion or anything (though that would be nice), but kids have runny noses A LOT. It is so sad as a teacher when I would run out of the tissue I bought from home and my students would have to use the cheap industrial ones from the nurse’s office or classroom supply. Their sad red, raw noses are so unnecessary. We adults like soft tissues, so why not give our kids that same comfort at school.

3. I want suggestion boxes in every classroom and main office. 

I have written before about how important it is to listen to the kids. Read my post here. But really, schools would be much better places if the adults stopped more often to ask the kids what they think. Sure you would get some silly ideas and comments, but those are harmful compared to the wisdom that could be discovered. Their perspective is so different, if we were to get down on their level, who knows what we might see.

4. I want to see a student representative from every school in the district at every school board meeting. 

I have attended quite a few school board meetings over the past 2 years and most of the time they are very poorly attended events. Some school boards do have student representatives, but usually just from the high school. Why wouldn’t a school board want to hear from their younger students as well? Is their school experience any less valuable?

Secondly, I want to hear those representatives report more than just a list of events at the school. Sure I love the positive stuff. I want to know how many cans were donated at the food drive and how many scholarships were awarded to the senior class. But I also want to know if those representatives have heard their classmates talking about an increase in heroin usage or if they have concerns about graduation requirements. I want to hear if the middle school students want more arts programs or want more guidance with the challenges adolescence throws at them. I want to hear if the elementary students are stressed out by too much homework or struggling to learn typing skills for the upcoming PARCC test.

So many decisions are made in education without anyone asking the students what they think or what they need.

5. I want to see just as many parents at PTA/PTO meetings and school board meetings as I do at sporting events. 

I like sports. I played sports. I grew up in a home where sports were always on the television no matter what time of the year. But any good coach will tell you that number one should be your family, number two your schoolwork, and then maybe number three would be your sport. Yet many adults do not model this belief system and practice what they preach.

Family gatherings, dinnertime, and reading or other educational pursuits are often sacrificed or curtailed to make room for practices and games. With travel and competitive sports leagues starting younger and younger, many children are getting the message that sports is number one. And parents are so spread thin that they are not making time to stay informed and involved in the type of activities, instruction, and testing going on in their children’s schools.  And while many parents were not paying attention, education changed drastically right under their noses.

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Overcoming Fear: Guest Post by, Robert Quinn

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Fear.

It is a prison for many of us.

As a sufferer of social anxiety, I have lived with fear of social interactions for over 20 years. It began when I was in college. I had a difficult time standing in line at the checkout counter. For doing so, especially in a long line, gave me the feeling that others were looking at me.  Or, as any anxiety suffers can relate that “their eyes were on the back of my head”. In extreme instances, tremors in the limbs can occur.

You can imagine that life would be challenging if facing such a mundane task created such difficulties. In fact, we begin to do things to make ourselves comfortable. I would wear a hat. Sometimes, due to our anxiety we may act unusual. And then, a most terrible thing will happen – we are negatively reinforced and do not want to perform that social action again.

For many years, I did not go to church. Not because I did not want to. My anxiety of the people kept me partially away. But truth is known as a Catholic, my greatest fear was to go up and receive communion. I stayed in the pew many years even after returning.

I think that I have been ruled by my fear long enough. But I know that out there will be someone just as I was, trapped by this problem. To those, I say face your fear. Don’t let it hold you back. You are important.

I have begun to control my fear. I go to church and can receive communion. I can stand on line at the store with no hestiation. And recently, as this battle has heated up with PARCC and Common Core I have started to face perhaps my ultimate fear – public speaking. On 1/29/15, I gave a speech at the Jackson Township high school. I am very proud of what I wrote, because I feel that one of us finally needed to say it. And certainly it felt good to stand up to bullies.

I haven’t fully conquered my fear. Perhaps someday I will, but for now it’s more akin to putting down a revolt. Don’t let your fear control your life. You can do great things if you face your fear. And those of us who support you don’t think any less of you if you get up and stumble in your process of facing your fear. What you cannot allow to happen is for it to control you.

My good friend, who helped me get through my anxiety to speak the night of the speech, whispered in my ear “You sound like a politician!” Well, I’m no politician. To be truthful, I’m not sure if we human beings want someone of integrity to run for office anymore. What good candidate would subject their family to it? But I will say that I did thoroughly enjoy getting up to give the speech. Perhaps I will do it again.  If I can do this, what can you do? You’d be surprised.

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Here is the text of Robert Quinn’s testimony delivered on January 29, 2015 to the Study Commission on the Use of Assessments in NJ, headed by Education Commissioner David Hespe.

Thank you for inviting us here tonight to listen to our feedback regarding Assessment standards in New Jersey.   As a father of two, I am representative of the end results of these standards every night I help my children with their homework.

Recently, as Common Core has been in its implementation, I noted a change in my children’s education – for the worse. In many instances, the math is over complicated. The lessons try to teach the child what’s “behind” borrowing and lessons are rushed in an effort to pace them to the test. These practicalities are not only wasteful; they are confusing to the child and discouraging to their learning.

One big concern I have, beyond my own children, is how Common Core is affecting our most vulnerable children. We have heard some of our Districts in New Jersey called failing, but the reality is that the State of New Jersey is failing them. And they have been failing them for decades. This is the standard that our government has allowed to become acceptable. The rapid and fundamental changes involved in Common Core leave this segment of our population only further behind. This is an injustice to these young children, who have so much potential.  And perhaps that is the one goal of the standards and testing system.  Those in power are interested in keeping this segment of our population where they are. The key to move out of poverty is encouraging the love of education, which is the opposite of Common Core & PARCC..

We note that the PARCC standards seem to assume that everyone should go to college. And while college is a good aspiration in life, there are other worthy pathways in life beyond that of college that these standards do not account for.  And we look to our recent college graduates and wonder – will they have a job?  Perhaps one of my problems with these standards is that they treat the non-college requiring pathways as if they are menial. When in reality, these are the most stable and productive jobs in our present economy. Hard work and discipline is to be commended no matter the pathway.

Some have said, “Give PARCC a chance”. We parents hear “Let me use this experimental test on your child during their most productive learning years”. Parents have grave concerns related to how Common Core was implemented: Acceptance of Standards before they were developed/Million dollar deals with Book companies/Testing companies/Data Collection companies, Lack of input from New Jersey’s teachers, lack of input from parents. We notice that some of the same advocates for PARCC testing and Common Core in our government do not send their own child to schools where it is required. Why don’t they stand for what they claim to believe in?

While the focus for advocates of Common Core and PARCC has been standards, there are no statewide standards for refusing the test. In fact, there have been mixed reactions and communications to parents throughout the state. Some of the communications stated that the parent could not refuse the test. We as parents have rights to direct the education of our children and not the government.

To those in our government who would dare to say a voice such as mine is standing in the way of progress, we would certainly ask… the children’s progress or yours? We are standing right where we belong, between our children and those that would steamroll their future.

Thank you.

Preaching Beyond the Choir: Refuse the PARCC

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

-Margaret Mead

Last night, at the second public hearing of the Study Commission on the Use of Student Assessments in NJ, it was clear that there is a ” small group of thoughtful, committed citizens” embarking on a journey to reverse damaging and money-driven education reforms.

6pm on a Thursday night is not a great time for the public to come out to talk about education. Many people concerned with education teach and/or have children of their own to care for, but that did not stop over 150 people from attending. After quickly feeding my 4 kids and kissing them goodbye I drove an hour to arrive at the 6pm start and stayed until 9. For three hours I listened, but the testimony went on for over 5 hours.

The speakers were students, teachers, parents, administrators, and board members who were incredibly well-prepared and passionate. Much more prepared than NJ was for the growing number of test refusals.  Local school boards and superintendents have been floundering to create policies as the state’s position on test refusals has been inconsistent and unclear from the start.

(No you can’t opt out. No you can’t refuse. Wait, yes you can refuse, but your school will lose money. No they won’t lose money, but your child will have to sit and stare. Wait, they can read a book in the testing room. No wait they can’t be in the testing room. You need to keep them home. No actually we will send them home. Well, actually they will be in another room, but we won’t teach them. Well, let’s just leave it up to the local school boards, but we don’t condone refusing.)

Commissioner Hespe and now the NJPTA have suggested that there is only a small group of misinformed parents leading this test refusal movement. They could not be further from the truth. First of all, one speaker named delivered a petition, with over 9,300 signatures,expressing opposition to the use of high stakes testing in NJ. (You can sign here.) So perhaps the group is not as small as it may seem.

And misinformed? In reality, every single speaker had clearly done their research and every testimony was filled with facts, research and first hand experience. For those who spoke have lived the damage caused by these reforms. The educators teach in classrooms where autonomy is shrinking in favor of test prep and a love of learning replaced by feelings of inferiority and failure. The parents see the differences in their children and the frustration with nightly homework that is difficult to understand. The students a high school freshman (Jacob Hartman) and a 19 year-old college education major (Melissa Katz) showed their intelligence and drive by hammering the commission with diligent research and fact upon fact.

The crowd was energetic and supportive of each other, united in this tiring yet noble battle to take back education from the crushing control of greedy individuals and corporations and hand it back to the teachers and students to whom it rightfully belongs.  Only one speaker spoke in favor of the PARCC, but a savvy blogger quickly revealed today that that woman was nothing more than a spokesperson for the NJPTA. Read her post here. The NJPTA has suddenly stepped into the PARCC debate to help us ignorant parents sort the whole thing out.

“Her [Debbie Tyrell’s] successor, incoming NJPTA president Rose Acerra, added: “There is a small group of parents making noise, but I think there are more who are looking up to us to give them information.”

The fact is that this small group of parents causing the ruckus IS informed. They are not looking to anyone for information for they have done the research for themselves. But the challenge now becomes how does this small group get this research and knowledge out to the rest of the unsuspecting parents out there?

The answer is easier than we think. The first step was to write all of the amazing testimony. Now we just need to get people to read it and watch the videos to see the passion and intelligence behind this movement. As the PARCC test dates get closer, the effects of test-driven education will drive more and more parents and teachers to look for a way out.

The fire is set, now we must fan the flames and watch it spread across NJ.

Please take a moment to watch one of these videos from last night or read one testimony. Even just one will be enough to create a spark. We need to get more people thinking and questioning the value of the PARCC and other high stakes tests. You can also tune in to NJ101.5  or follow Amanda Oglesby at APP.com or on Twitter @OglesbyAPP.

Here are some links to a few of the testimonies from last night.

A parent from Manalapan, Inbar Shalev Robbins

https://www.youtube.com/watch?v=FblpTQ5hQXU&feature=youtu.be

A teacher and blogger named Sarah

https://thereadingzone.wordpress.com/2015/01/30/my-parcc-hearing-testimony/

A teacher Jaclyn Brown

https://www.youtube.com/watch?v=OCyfNo7xXu4&feature=youtu.be

For more information on the Opt Out Movement in NJ please check the state Facebook page: Opt Out of State Standardized Tests – New Jersey or look for a local group in your area.

Beware….this fire is catching.

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No….WE Raise NJ

The new coalition called We Raise NJ, headed by the NJPTA, was formed to add a different voice to the debate around the upcoming PARCC test in NJ. But really it is too little, too late.

Acting Commissioner of Education David Hespe, said back in October that there was no opt out movement. Maybe back in October there wasn’t, but the movement has been gaining steam ever since. The biggest obstacle has been ignorance. How can you warn parents who are largely unaware of the new education reforms and their impact on their children? How can you get them to pay attention, get educated, and rise to a call to action?

Well, it wasn’t a propaganda campaign of misinformation that did it or a small group of loud parents as the incoming NJ PTA president suggested in an article for NJ Spotlight.

“Her successor, incoming NJPTA president Rose Acerra, added: “There is a small group of parents making noise, but I think there are more who are looking up to us to give them information.”

More and more parents became involved because they are seeing the effects of the PARCC test first-hand. Their children are coming home with typing homework. Their children are being school budgets are being spent on technology upgrades to support this test. Their children are being test prepped to death with worksheets and pep talks. Their children’s teacher’s are stressed and that stress easily trickles down.

Acerra is wrong to suggest that it is just a “small group of parents making noise”, because more than half of the states originally slated to take the PARCC test have now declined to use it. When whole states are saying no to the PARCC, the opposition cannot be downplayed to just a few rabble-rousers. No one needs the NJPTA to give them information, because, though they help support essential school programs, they do not deal directly with educating students.

Parents need to hear from administrators who feel comfortable to speak candidly. Superintendent Michael Hynes from Long Island published an OP-Ed piece about the dangerous direction of data-obsessed, mandate-laden education reform.

Parents need to hear from experts in the education field about what exactly is developmentally appropriate for their children. Parents need to hear from teachers who are not afraid to lose their jobs, like those threatened recently in Philadelphia to not speak with parents of their students about testing concerns. Parents need to talk to their pediatricians about the AAP’s recommendations to limit screen time and the impacts of early and extensive use of electronic devices.

“We’re cautiously optimistic with the test, but we’re watching it like everyone else,” said Tyrrell, who lives in Neptune Township. “Unfortunately, we don’t know all the answers until after we give the test,” she said. “I think a lot of people are preemptively judging something without seeing the results.”

Maybe former NJPTA president Debbie Tyrrell is content to just “wait and see”, but many parents have already seen enough, particularly those parents who are also teachers and administrators. Sample tests are posted online, so what the test entails is no secret. T

Many parents do not want to give one more dime to the testing company, Pearson, until they know the results of the federal investigation into their business practices. They do not want their children to sit through a minimum of 9 hours and 45 minutes of a test as an experiment to see what happens. They do not want their children educated in the narrow confines of test preparation. They do not believe that a test with confusing and convoluted questions will provide any more enlightening information about the intelligence or ability of their children.

And let us be clear that they do not want the NJPTA to give them more of the same song and dance that they have heard all along.

WE Raise NJ…not the NJPTA, not the legislators, not the education commissioners, not the companies or their C.E.O’s, not even the president.

It’s time to listen to those who are the closest to the kids.

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Good Readers Feel Good

Yesterday, I was at a friend’s house for a play date. My youngest two and his youngest two were playing happily.  Our oldest sons are both in the 2nd grade class. We both are recent transplants to the area and we are both married to doctors.

Our conversation drifted to reading and I discovered that his son is in the high reading group, while mine is in the middle group. I know I shouldn’t care, but I felt the hairs on my neck stand up. I heard myself being nutty explaining the reasons why he wasn’t in the top group.

1. We moved to town in October, so he hadn’t been tested.

2. His classroom teacher taught the middle group, so she thought it would be easier for him to stay with her, since he was new to the school.

3. He is young for the grade and so many parents hold their kids back.

But my friend was quick to dismiss my thinly veiled defense. He said he wasn’t sure how different the classes really were anyway. And as a teacher, I know that he is right. Maybe they read longer books or books with bigger words, but they aren’t composing sonnets or memorizing the Gettysburg Address.

Really public education just rides the middle road with slight variations to the shoulders on the left and right. With the focus on testing, those on the low end tend to get the most attention, though the attention they get often does more damage than good. The book Readicide: How Kids Are Killing Schools and What You Can Do About It by, Kelly Gallagher details this perfectly showing how the lowest-performing schools and students get the most test prep instruction, which then kills the chances of developing a love of reading.

For example, instead of drilling low performing students with dry leveled readers, inspire them by reading aloud to them from high-interest fiction, silly poetry, or informational texts about subjects the students actually show interest in learning about. Don’t fill their take home folders with worksheets and decodables, but rather run a book drive and fill their backpacks with books they want to look at and sleep with under their pillows (even if they can’t, “Gasp!” read all of the words).

Whether my son is in the high reading group or not really is not the predictor of his success. What predicts success comes from the relationship he develops with books at home and at school. Even though I carry a heavy burden of guilt for those nights I only have time to read to him and not listen to him read to me, I have laid the groundwork for a love of reading. So his reading aloud will improve simply, because he loves to read.

This is what his bed looks like. The books are sorted by genre. Some nights we have to help him empty some out of his bed, so that he can sleep!

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He loves to read to his sister.

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He loves to create his own books and his little brothers follow right behind the best way that they can.

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The most fundamental problem of test-driven learning is the lack of joy. Administrators are stressed. Teachers are stressed. Parents are stressed. So, students become stressed. And learning, which should be fun becomes work. If you start working at 5 and 6 years old, you won’t have much love of learning left when you hit high school.

So many times I want to skip doing spelling homework or reading aloud to be recorded for the reading log, because my kids are having fun making their own stories, playing imaginative games, or just plain tired from a long day. The repetitive assignments just don’t feel right most nights.

Think about your favorite elementary school memories. Most are driven by feelings that you had both good and bad. Kids don’t know about curriculum standards, lesson plans, objectives, skills, or assessments. They just know how they feel.

If today’s education reforms don’t make the kids feel good about learning, then what good can they be?