Clearly we need to improve the education received by all of "our" children. And unlike the Governor, I actually have two children in NYS public schools.
Democracy, opportunity, and shared responsibility are core, if sometimes contested, and not yet realized, aspirational American values. We need a society in which there is not just more equal opportunity, but more lived equity.
Education will never make progress until we can educate the public to tolerate a little bit of explanation. Otherwise, we'll be eating our pets until the cows come home.
To all of my precious students: My guess is that all of you will wonder why I am making you take these tests. And the answer is simple. I have to. Our state and federal government say that I have to give these tests to you. That you must take them. And I need you to know how very sorry I am about that.
If grade-span testing were to take the place of annual assessments, educators like myself would lose a critical source of data to help us identify the needs of students and make use of every learning moment.
Even as the study of children's response to trauma pointed to the need to focus on the socioemotional needs of students, the test-driven school reform movement drew a line in the sand; the mention of adverse childhood experiences was dismissed as an "excuse." Top-down school reformers imposed an educational version of faith healing on schools.
Parents and students talked about the dramatic changes in curriculum and a flood of test prep in classes and homework. Some spoke about the massive expenditures for technology and testing materials, as hands-on instructional time declined.
My message is to everyone who has and continues to bash teachers by implementing accountability structures that will do nothing to help our students succeed in life and follow their dreams.
So CPAC happened, at which various GOP future candidates try to see if they can win a little conservative love. And that means that Common Core had to be trotted out for ceremonial abuse, like a disgraced former party officer in Communist China.
I believe that the ESEA reauthorization should allow for schools and districts to take a streamlined, positive, student-centered approach to annual assessment then annual testing. In order for this to work, the assessment must be aligned to college and career standards.
We are offended by the situation in which we find ourselves, in which education policy is dictated by billionaires who never taught a day in their lives, while our patiently gained professional expertise is ignored. Thirty days of testing is sufficiently outrageous and -- we believe -- indefensible.
The way I see it, members of Congress have a choice: They can change the Title 1 funding structure and shortchange students who most need that extra support to catch up, or they can invest in students like Jonathan, provide him the resources he needs and ensure that his entire family is better off.
If we want to transform the K-12 education system to meet the needs and challenges of 21st-century citizenship and leadership, we need to ensure global learning is available for all.
As I present at many national conferences, sit on many educational technology forums and judge for many educational technology award groups, I am very frustrated by what I am seeing in terms of our use of EdTech.
Teachers and mentors can have a magical impact on learning, but being a student can be just as exquisite. The roles of teacher and student are not as distinct as portrayed. Teaching and learning go both ways.
As someone who works in the field of education, I witness daily the impact of the Common Core on children. Many students are indeed struggling to adapt to the standards and there are inherent flaws to them.