QUALITY OF SO-CALLED “EDUCATION” JOURNALISM ACTUALLY LOW
In both my May Experience course on education documentaries and my foundations in education course, we view and discuss the 2008 HBO documentary Hard Times at Douglass High:
Shot in classic cinema verité style, the film captures the complex realities of life at Douglass, and provides a context for the national debate over the controversial No Child Left Behind Act, focusing on the brutal inequalities of American minority education, considered an American tragedy by many.
Although many scenes are powerful, one in particular remains disturbingly relevant in 2015: The camera captures with a voice-over students taking the standardized test that is being field-tested for students (no stakes), but will be high-stakes for the school and teachers; many of the students are shown with their heads down, essentially making no effort on the test.
Hard Times ends by noting that the administration has been replaced and Douglass High (Baltimore, MD) joins one of many narratives that too often we read about in the on-going era of high-stakes accountability: failed schools, schools “taken over” by the state, closed schools.
A few years ago, I was working on an Op-Ed for The State (Columbia, SC), but I was challenged about my outline of the accountability movement in South Carolina by the editor. Just for context, I began teaching in SC in 1984, when the first implementation of accountability began, linked to higher teacher pay, greater educational funding, and the start of the standards/high-stakes testing movement.
The editor insisted that accountability was a child of the late 1990s, but I was able to send her links to the first SC laws in the late 1970s and explained my own life as a teacher at a school where we were actively teaching to the exit exam in the early and mid-1980s (including double-tracking students in math and ELA courses as tenth graders to help them pass the tests to graduate).
What do these two topics above have to do with each other?
For thirty years, journalism addressing education and more specifically education reform has been inadequate to the point of being a huge part of the education reform problem.
Take for yet another example this piece from The Hechinger Report (and a repost in Education Week): Stakes for “high-stakes” tests are actually pretty low.
The maps, data, and serious tone are likely to have masked the flippant headline as well as terse “gotcha” lede: “It turns out that the stakes for this spring’s Common Core-aligned tests are not quite as high as they might seem.”
Seems all that opt-out nonsense and teacher caterwauling has been for naught, right?
Just as I suspected. As the article clarifies early, “both sides” are truly out-of-bounds:
“I think the stakes are either overstated or understated depending on which side of the argument you’re on,” said Chris Minnich, executive director of the Council of Chief State School Officers. “Both sides need to take a step back and just take a look at this map.”
As one point of concern, however, let’s consider another piece in the same publication: More than 5,000 Mississippi third-graders could be held back this year for low reading scores:
Results of the new third-grade reading test announced Thursday that aimed to make it tougher for students to advance if they don’t read at grade level could mean 15 percent of the test-takers will repeat third grade.Some 38,000 public school students took the Third-Grade Reading Summative Assessment, widely known as the “third-grade gate,” created under state law to address lagging reading skills andQuality of So-Called “Education” Journalism Actually Low | the becoming radical:
