As testing begins, parental opposition to Common Core ramps up
In some districts up to 80% of families opt-out
Dear Jayne,
I am glad to hear that you were able to avoid the problems with Common Core testing experienced by other Florida schools. Testing is stressful enough without technology glitches.
New York will begin its third year of 3-8 Common Core testing next week. Last spring, the parents of 60,000 New York students refused to have their children take the test. This year the number will be far higher, with estimates of a quarter million or more. Thirty percent of our district’s parents have already handed in opt-out letters. The superintendent of the Comsewogue Schools has test refusal letters for 80% of his students, and a principal upstate has over 60%. All across the state, resistance to Common Core tests is increasing.
Boards of Education have reacted in various ways to the opt-out movement but most districts have been tolerant of parental rights. Many local teacher associations have their support, and the president of the New York State United Teachers, Karen McGee, called for a boycott of the tests. One of the members of our state’s Board of Regents, Kathleen Cashin, a retired superintendent, publicly stated that she does not believe that the Common Core tests measure learning and that they should not be used to evaluate teachers, principals or schools. She also said she understood why parents were refusing to have their children take the test.
In my 25 years in education, I have never seen such resistance to standards and their tests. Opt-out has become a movement of conscience for parents and teachers. Prior changes to standards and tests were implemented with some grumbling, but we quickly adapted. This is not the case with the Common Core.
The local television station, PIX11, did a series on the standards. The reporter, a Yale graduate, took the eighth-grade test and was stumped by several questions. I was interviewed by him and asked to participate in a Webchat on the topic. One after another, parents expressed their dismay. I was saddened when two students lamented, “I don’t think this test really measures if I am smart.” I reassured them that it does not.
I find that to be one of the most distressing aspects of standardized testing—students internalizing the results and drawing conclusions about their abilities and potential. Whether it is an IQ test, SAT or a Common Core test, the sorting and labeling of children deeply disturbs me.
Jayne, at the heart of our disagreement is that you see the Common Core Standards as a path to equity and I see them as a wall. You separate the standards from the tests and their consequences, and I cannot. There are high-stakes decisions made on the basis of student performance which impact children, teachers and schools. Standards are the first link in that chain.
How will we respond when the Common Core tests exacerbate the inequality in graduation rates, school entrance and promotion? As school leaders, how can we stand by and let that happen? I know from your last letter that you believe that retention does more harm than good. I hope you speak out on that issue in your state. You are well respected and your voice will matter.
I also disagree that the standards themselves promote more equitable opportunities for economically disadvantaged students. You wrote that the Common Core “minimizes personal experience, by calling on students to respond to questions with evidence from the text”, thus eliminating what you see as disadvantage for students of As testing begins, parental opposition to Common Core ramps up - The Hechinger Report:
