This is a letter demanding a change to the environment and culture surrounding your test. Standardized testing has shifted from a mere requirement to a game. Whoever finds the best tutor or class wins the game. These students attend the college of their dreams.
It is perhaps not surprising, in an election season when so many of those who attempted to impose these changes stand to lose their jobs that Duncan and others would feign a change of heart. If you listen carefully, it is not really a change at all.
Honest kids suffer in so many ways because of unregulated test sites. They work so hard, and then other kids cheat, reducing the impact of their scores, statistically and psychologically. When agencies hold back scores, these honest kids get punished a second time.
Ninety-five percent of everything is unimportant baloney, crap that we humans use to torture ourselves and each other. Neckties. Eye shadow. Funny hats. Hair length. Only five percent of what we deal with is true and important and lasting.
The introduction of the Common Core standards and the subsequent redesign of many state tests have created an opportunity to rethink the purpose of large-scale assessments.
We no longer need textbooks. Nor do we need the simple, outdated, standardized-tests used to weigh how much content that students have consumed.
Acknowledging the myriad ways in which school districts can undermine curiosity and academic exploration by over-stressing test scores and technical training, one can emphasize the importance of structured explorations that can expand a child's imagination.
The Western legacy of educational virtue has been called into question by the better PISA test score results coming out of other countries, especially China. Should we in the US be following Shanghai's lead and focusing on improving our students' test scores in this international exam?
People are working very hard to change the admissions policy and standards for New York City's esteemed specialized high schools, including Brooklyn Tech, Bronx Science and Stuyvesant.
No, the current test is not perfect but, because of its right/wrong structure results are unbiased and objective. There's no room for personal interpretation, favoritism, or different standards for different cultural groups. The mayor wants to change this. But he's on shaky ground.
I'm glad the students at my granddaughter's school get to have music, drama, and art classes a few times a week. That's probably more than many kids receive these days. I just wish teachers didn't have to feel defensive about the value of exposing children to music and the arts.
I did my best to sum up how education policies are destroying education and, more importantly, harmful to students, on a recent HuffPost Live segment.
Some of the supplies listed are for students, some are for teachers, and some are for you, so that you can better understand what teachers need and do. We'll start with the "easy" supplies first -- the literal ones.
NYC students headed back to school this morning for a year full of new challenges -- some to new schools, to new teachers, new subjects, new experiences. Unfortunately, one of those experiences will be learning without extra academic support.
We are doing a huge disservice to the education of our nation's children, when the focus must be placed on how to take tests and how to score well on them, rather than on developing skills and deep content knowledge in a variety of subjects.
At the beginning of your work on the college admissions tests, the first thing you should do is an experiment. Take an official practice test of both the SAT and the ACT in order to choose one to focus on. The more experience you have with a test -- either test -- the better you will master it.