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Monday, January 12, 2015

More Evidence That Public Beats Private in Education

More Evidence That Public Beats Private in Education:



More Evidence That Public Beats Private in Education

2015.1.12.Buchheit.BF"In the mindset of big business, the best education is in learning how to make money off the children," writes Buchheit. (Image: Jared Rodriguez / Truthout)PAUL BUCHHEIT FOR BUZZFLASH AT TRUTHOUT
In fact, except for the debilitating effects of poverty, our public school system may be the best in the world.

The most recent data from the National Center for Education Statistics (NCES) reveal that the U.S. ranked high, relative to other OECD countries, inreadingmath, and science (especially in reading, and in all areas better in 4th grade than in 8th grade). Some U.S. private schools were included, but a separate evaluation was done for Florida, inpublic schools only, and their results werehigher than the U.S. average.

Perhaps most significant in the NCES readingresults is that schools with less than 25% free-lunch eligibility scored higher than the average in ALL OTHER COUNTRIES.


The Obvious: Reduce Poverty and Improve Education.

What should be obvious to our legislators is apparently not. K-12 funding declined in 2011 for the first time since the Census Bureau began keeping records. A 2014 study by the Center on Budget and Policy Priorities found that "States' new budgets are providing less per-pupil funding for kindergarten through 12th grade than they did six years ago — often far less."

It gets worse. Numerous studies have shown that pre-school helps all children to achieve more and earn more through adulthood, with the most disadvantaged benefiting the most. But the U.S. ranks near the bottom of the developed world in the percentage of 4-year-olds in early childhood education. And yet Head Start was recently hit with the worst cutbacks in its history.

The evidence for national improvement is staring us in the face, but the people in charge are ignoring facts and experience and turning instead to the corporate profit-seekers.


How Education Funding Is Put in the Hands of the Super-Rich

Tax money that should be used for education is either deferred or simply not paid, by both corporations and individuals. Warren Buffett's Berkshire Hathaway, for example, has deferred $44 billion in recent years, and Boeing, Caterpillar, and Verizon are a few of the leading non-payers of state taxes, some of which would go toward public education.

Wealthy individuals, who took much of the nearly $5 trillion in stock market gains in 2013, defer taxes until they cash in the stocks, and then pay a lower capital gains rate. They can also get tax breaks by putting some of this money into their reform-minded educational foundations.


Using the Corporate Model on Our Children

Much of the vast new wealth of the super-rich is being used for the purpose of educational 'reform.' Rupert Murdoch called K-12 "a $500 billion sector in the U.S. alone that is waiting desperately to be transformed." Forbesadded, "The charter school movement [is] quickly becoming a backdoor for corporate profit." Most recently, the Wall Street Journal reported, "As states race to implement the Common Core academic standards, companies are fighting for a slice of the accompanying testing market, expected to be worth billions of dollars in coming years."

The result of private educational reform is seen in unproven charter schools that eat up budgetsovercharge on a per-student basis, pay CEOs many times more than their public school counterparts, and, in one case, double the pay of executives in just one year.

These are unsustainable costs for long-term educational success.


The Business of School Children

In Brown v. Board of Education in 1954, Chief Justice Earl Warren said, "Education...is a right which must be made available to all on equal terms." In the mindset of big business, the best education is in learning how to make More Evidence That Public Beats Private in Education:

AFT’s Weingarten on Secretary Duncan’s ESEA Reauthorization Remarks

AFT - American Federation of Teachers - A Union of Professionals:



AFT’s Weingarten on Secretary Duncan’s ESEA Reauthorization Remarks


 
WASHINGTON— Statement from American Federation of Teachers President Randi Weingarten on Education Secretary Arne Duncan’s speech regarding the reauthorization of the Elementary and Secondary Education Act.

"As I've said before, any law that doesn't address our biggest challenges—funding inequity, segregation, the effects of poverty—will fail to make the sweeping transformation our kids and our schools need. Today, it was promising to hear Secretary Duncan make a call for equity, stressing, as we did through the Equity and Excellence Commission, the importance of early childhood education and engaging curriculum. It was encouraging to hear him laud the hard work of educators, who have had to overcome polarization and deep cuts after a harsh recession. And it was heartening to hear him acknowledge the progress our schools have made. However, the robust progress we saw in the first 40 years after the passage of ESEA has slowed over the last 10 years.

“On testing, we are glad the secretary has acknowledged that ‘there are too many tests that take up too much time’ and that ‘we need to take action to support a better balance.’ However, current federal educational policy—No Child Left Behind, Race to the Top and waivers—has enshrined a focus on testing, not learning, especially high-stakes testing and the consequences and sanctions that flow from it. That's wrong, and that’s why there is a clarion call for change. The waiver strategy and Race to the Top exacerbated the test-fixation that was put in place with NCLB, allowing sanctions and consequences to eclipse all else. From his words today, it seems the secretary may want to justify and enshrine that status quo and that's worrisome.

“Yes, we need to get parents, educators and communities the information they need. And all of us must be accountable and responsible for helping all children succeed. That's why we have suggested some new interventions, like community schools and wraparound services; project-based learning; service internships; and individual plans for over-age students, under-credited students and those who are not reading at grade level by third grade.

“If one test per year can cause an entire school to be shuttered or all the teachers fired, something is wrong with the way that test is being used. Even in the District of Columbia, where the secretary spoke from today, the school district has pulled back from the consequential nature of these tests.

"At the end of the day, the most important part of the debate shouldn't happen in big speeches. It should happen in real conversations with parents, students and teachers, who are closest to the classroom. Communities understand the huge positive effect ESEA had for impoverished and at-risk communities 50 years ago. Those communities are saying loudly and clearly that they want more supports for students and schools, and data used to inform and improve, not sanction. It's my hope that, in the coming weeks, leaders in Congress and the administration will listen to these voices and shape a law that reflects the needs of all our kids."

Postscript: An advanced copy of Secretary Duncan’s remarks today included a quote from Albert Shanker, former president of the AFT, on accountability. To this, Weingarten responded, “If the secretary wants to invoke Shanker on accountability, then invoke him on his proposals for grade-span over annual testing. Shanker once called for ‘an immediate end to standardized tests as they are now,’ instead favoring testing over five-year intervals.”

LeBrun: A disaster dressed up as 'reform' - Times Union

LeBrun: A disaster dressed up as 'reform' - Times Union:



LeBrun: A disaster dressed up as 'reform'


"I'm big on knowing what I don't know ... If you don't know, don't dabble.
— Gov. Andrew Cuomo on the decision to ban fracking in the state.

Cynics among us might snort that this classic platitude from the dark prince is yet another example of his word rising to nothing more than the essential stuff that grows mushrooms best.
I prefer to see it as a rare example of blinding insight, which the governor does everything he can to suppress.
Properly and justly dealing with the considerable problems of public education in this state has been his greatest failure.
But he continues to fiercely dabble in it anyway, because he can. Now he's trying to convince us that by giving him more power and taking key decisions away from local school boards, he can "reform" public education. In reality what he proposes is a formula for disaster.
Additionally, he says that in the coming legislative session he aims to pin the tail on the wrong donkey yet again — on teachers, for failures in student achievement. They and their union had the audacity not to support him in the last election, and they have to be punished. Never missing a chance to bully your enemies is a Cuomo trademark.
Where that tail actually belongs is well within the governor's reach. Chronic underfunding of public education by the state, particularly in high needs districts, has become scandalous and is entirely in the governor's hands to correct.
Half the school districts in the state, including most of those high needs districts, are getting less state aid today than they got in 2008.
It seems that the governor is trying to starve traditional public education. It's more than just being tone deaf to public education and prone to listening, not for the first time, to the wrong people. He's caught up in the national, deeply conservative charter school movement, dear to the hearts of the 1 percent in this country.
The cynics I mentioned earlier might see this as a grand design to prepare the field for privatizing public schools with more charters at taxpayer expense; which would accomplish another Cuomo trademark gesture, rewarding his biggest donors, those hedge fund billionaires who wolfishly look at public education in New York as a profit making opportunity.
As to public school funding by the state, we're in crisis, and something's got to give. As we go forward in 2015 with a $5 billion state budget surplus, if a significant portion is not applied to the deepening imbalance that is crippling public education, to help relieve the pressure on LeBrun: A disaster dressed up as 'reform' - Times Union:










Education Secretary Says Administration Is Committed to Testing - NYTimes.com

Education Secretary Says Administration Is Committed to Testing - NYTimes.com:



Education Secretary Says Administration Is Committed to Testing

By MOTOKO RICHJAN. 12, 2015






With debates about the appropriate role for the federal government in public education increasingly polarized, the secretary of education, Arne Duncan, insisted on Monday that the administration would not back away from annual testing for students and performance evaluations of teachers based in part on the results of the tests.
In a speech on Monday to outline the administration’s priorities for a revision of No Child Left Behind, the signature Bush-era education law, Mr. Duncan said that “parents, teachers and students have both the right and the need to know how much progress all students are making each year towards college- and career-readiness.”
Annual testing has become a point of contention in the often-bitter discussions about how best to improve public education.
In July, the National Education Association, the country’s largest teachers’ union, called for an end to mandated yearly testing, and a growing group of parents and educators has been pushing back against what they see as rampant testing and test preparation.
In August, Mr. Duncan said that testing issues were “sucking the oxygen out of the room in a lot of schools” and allowed states to delay using test scores in teacher evaluations.
The requirement that schools test students every year in reading and math between third and eighth grade and once in high school was enshrined in the No Child Left Behind Act. The tests were intended as a way for schools to see whether all student groups, but particularly minorities and poor students, were being taught adequately.
That law, which governs how $23.3 billion in federal education funding is spent and was passed with bipartisan fanfare in 2001, has been up for reauthorization since 2007. So far, Congress has been unable to agree on a new version. The House passed a bill in 2013, but the Senate version did not make it out of the Education Committee.
In a telephone interview Sunday night, Mr. Duncan said the primary purpose of the education law was to guarantee that public school students all have a chance at educational and economic mobility.
“Is this simply a good idea for some or is it important for all?” he said. “I don’t think any of us should feel comfortable if we’re going to just do Education Secretary Says Administration Is Committed to Testing - NYTimes.com:

4 ways privatization is ruining our education system - Salon.com

4 ways privatization is ruining our education system - Salon.com:



4 ways privatization is ruining our education system

Its most deleterious effect: The proliferation of charter schools means underperforming children get left behind





This article originally appeared on AlterNet.
AlterNetProfit-seeking in the banking and health care industries has victimized Americans. Now it’s beginning to happen in education, with our children as the products.
There are good reasons – powerful reasons – to stop the privatization efforts before the winner-take-all free market creates a new vehicle for inequality. At the very least we need the good sense to slow it down while we examine the evidence about charters and vouchers.
1. Charter Schools Have Not Improved Education
The recently updated CREDO study at Stanford revealed that while charters have made progress since 2009, their performance is about the same as that of public schools. The differences are, in the words of the National Education Policy Center, “so small as to be regarded, without hyperbole, as trivial.” Furthermore, the four-year improvement demonstrated by charters may have been due to the closing of schools that underperformed in the earlier study, and also by a variety of means to discourage the attendance of lower-performing students.




Ample evidence exists beyond CREDO to question the effectiveness of charter schools (although they continue to have both supporters and detractors). In Ohio, charters were deemed inferior to traditional schools in all grade/subject combinations. Texas charters had a much lower graduation rate in 2012 than traditional schools. In Louisiana, where Governor Bobby Jindal proudly announced that “we’re doing something about [failing schools],” about two-thirds of charters received a D or an F from the Louisiana State Department of Education in 2013. Furthermore, charters in New Orleans rely heavily on inexperienced teachers, and even its model charter school Sci Academy has experienced a skyrocketing suspension rate, the second highest in the city. More trouble looms for the over-chartered city in a lawsuitfiled by families of disabled students contending that equal educational access has not been provided for their children.
2. The Profit Motive Perverts the Goals of Education
Forbes notes: “The charter school movement began as a grassroots attempt to improve public education. It’s quickly becoming a backdoor for corporate profit.” A McKinsey report estimates that education can be a $1.1 trillion business in the United States. Meanwhile, state educational funding continues to be cut, and budget imbalances are worsened by the transfer of public tax money to charter schools.
Education funding continues to be cut largely because corporations aren’t paying their state taxes.
So philanthropists like Bill Gates and Eli Broad and Michael Bloomberg and Rupert Murdoch and Jeff Bezos and the Walton family, who have little educational experience among them, and who have little accountability to the public, are riding the free-market wave and promoting “education reform” with lots of standardized testing.
—–Just Like the Fast-Food Industry: Profits for CEOs, Low Wages for the Servers
Our nation’s impulsive experiment with privatization is causing our schools to look more like boardrooms than classrooms. Charter administrators make a lot more money than their public school counterparts, and their numbers are rapidly increasing. Teachers, on the other hand, are paid less, and they have fewer years of experience and a higher turnover rate. The patriotic-sounding “Teach for America” charges public school districts $3,000 to $5,000 per instructor per year. Teachers don’t get that money, business owners do.
—–Good Business Strategy: Cut Employees, Use Machines to Teach
The profit motive also leads to shortcuts in the educational methods practiced on our children. Like “virtual” instruction. The video-game-named Rocketship Schools have $15/hour instructors monitoring up to 130 kids at a timeas they work on computers. In Wisconsin, half the students in virtual settings are attending schools that are not 4 ways privatization is ruining our education system - Salon.com:

Mandates of and from Our Hearts | Poetic Justice

Mandates of and from Our Hearts | Poetic Justice:









Mandates of and from Our Hearts

We are being mandated to death. A mandate is an official order, a commission to do something, a law. I am tired of official orders and of commissions and of the law. I need the mandate paradigm to be shifted now.
I am sitting in front of a blank screen on this Sunday evening – almost Monday morning – just thinking about the mandates we educators are under. We have mandates from our school, our departments, our district, our state, and, yes, from the government. We have mandates to test our young children and mandates to write up goals on our own evaluations based on those tests. We have mandates to enter data every month, every week, every day, and every period of every day. We have mandates to meet in data teams to manipulate and further extrapolate more data from the data. We educators are being mandated to death.
Then I began thinking about the mandates our children are under. They are mandated to attend school and to pursue an education. They are mandated to take evaluative and standardized tests. Then they are mandated to sit in review sessions if they do not pass the tests. They are mandated to practice taking tests so that they can pass the end of the year mandated standardized test. They are mandated to be obedient and compliant and they are mandated to dress and act according to school, district, state, and federal codes. They are mandated to sit in meetings if they do not pass the tests. They are mandated to be college and career ready. And they are mandated to take tests to see if they are college and career ready before, during, and after they are in college or on a career path. Our students are being mandated to death.
I remember when the new mandate paradigm first appeared in my school. I was told in no uncertain terms that our reading/writing program could no longer exist and that we had to adopt a comprehensive school curriculum where all grades and all subjects would all be doing the same thing at the same time according to the new curriculum. This was my first mandate and it broke my heart because it destroyed years of successful creative and innovative Mandates of and from Our Hearts | Poetic Justice:

Sunday, January 11, 2015

"Our schools are being starved into failure in order to justify mass privatization Timothy Meegan Chicago Sun-Times





Naomi Klein*: "In one of his most influential essays, Friedman articulated contemporary capitalism's core tactical nostrum, what I have come to understand as 'the shock doctrine'. He observed that 'only a crisis - actual or perceived - produces real change'. When that crisis occurs, the actions taken depend on the ideas that are lying around. Some people stockpile canned goods and water in preparation for major disasters; Friedmanites stockpile free-market ideas. And once a crisis has struck, the University of Chicago professor was convinced that it was crucial to act swiftly, to impose rapid and irreversible change before the crisis-racked society slipped back into the 'tyranny of the status quo'. A variation on Machiavelli's advice that 'injuries' should be inflicted 'all at once', this is one of Friedman's most lasting legacies."
Tim Meegan, "The Shock Doctrine, Our Schools & Our Children", Reclaim Reform, Aug. 2014
http://reclaimreform.com/…/tim-meegan-the-shock-doctrine-o…/
David Sirota, "The 'Shock Doctrine' Comes to Your Neighborhood Classroom", Salon, Sept. 2011
http://www.salon.com/2011/09/06/shockreform/
Lance Fialkoff, "Shock Doctrine USA: The Urban School Privatization Script", Reclaim Reform, Aug. 2013
http://reclaimreform.com/…/shock-doctrine-usa-the-urban-sc…/
Adam Sanchez, "The Education 'Shock Doctrine'", International Socialist Review, Sept. 2011
http://isreview.org/issue/71/education-shock-doctrine
*Naomi Klein, The Shock Doctrine (2007) [excerpt from the introduction]
http://www.naomiklein.org/shock-doctrine/excerpt

Gates gives $35 million to Obama's community college overhaul - CSMonitor.com

Gates gives $35 million to Obama's community college overhaul - CSMonitor.com:



Gates gives $35 million to Obama's community college overhaul

At the first ever White House community college summit Tuesday, President Obama announces new grants to help community colleges prepare Americans for new jobs.

President Obama announced the creation of two new competitive grants for community colleges Tuesday – a part of his continuing efforts to reshape community colleges to meet the changing needs of the American economy.
At the first White House Summit on Community Colleges, Mr. Obama said Tuesday that the Bill & Melinda Gates Foundation’s $35 million “Completion by Design” program will target schools in nine states over five years. In addition, the annual Aspen Prize for Community College Excellence will award $1 million to exemplary community colleges beginning next fall.
Obama's goal is to graduate an additional 5 million community college students by 2020. According to the Census Bureau, 15.2 million Americans 25 years and older currently have a community college degree.
“In the coming years, jobs requiring at least an associate’s degree are going to grow twice as fast as jobs that don’t require college,” Obama said in his opening remarks at the summit. “We will not fill those jobs – or keep those jobs on our shores – without community colleges.”
Community colleges are also an integral part of America's economic recovery, said Jill Biden, wife of Vice President Joe Biden, who hosted the summit.
“Getting America back to work is America’s greatest challenge,” Dr. Biden said in her opening remarks. “And community colleges are critically important to preparing graduates for those jobs.”
The announcement of these two programs follows Obama’s launch yesterday of the “Skills for America’s Future” program, a partnership between community colleges and employers to assist students in developing job-based skills.
“The goal is to ensure that every state in the country has at least one strong partnership between a growing industry and a community college,” Obama said at a meeting of the President’s Economic Recovery Advisory Board Monday.
Obama announced that United Technologies CorporationAccenture, and The Gap, Inc. have signed on as supporters of the program, and he said he hoped that others would follow suit.
For example, Gap will offer development experiences in interviewing, resume writing, and job shadowing, with a focus on entering retail careers, said Eva Sage-Gavin, executive vice president of human resources and corporate affairs.
She added that Gap Inc. is currently providing all the funding for its $1 million program, aimed at 2,000 community college students beginning in January 2011.

An Insider's Look at How Standardized Tests are Really Graded Badass Teachers Association

Badass Teachers Association:



3 Weeks In The Marking Factory: An Insider's Look at How Standardized Tests are Really Graded
By:  Anonymous Canadian BAT


I'm sitting in the marking factory with 3,000 other teachers from across Ontario where, for the past three weeks, I've been marking the Grade 6 reading component of the provincial standardized achievement test. Before the start of my first day here, a representative from the Ontario Teachers' Federation flagged down a group of us and adjured us to refuse to mark the test, since the Ontario Teachers' Federation doesn't support standardized testing. But, of course, neither do any of us. We're just here because we need the money. I might have been warned of what was to come by the coffee break that first morning: 10:30 by my clock rolls around and I make for the door, only to be barred by my group leader. We aren't allowed to leave until the chimes ring. So a group of teachers silently line up single file, waiting to be dismissed. Kind of makes me remember how I felt as a student and why I don't insist on this lineup bullshit from my Grade 8 students. The bell rings. The hallway floods with 3,000 people trying to get to the cafeteria. It takes 10 minutes to negotiate the line, another five to get to the coffee pots, then the chimes ring again. No time even to smoke. Some break.
The test is administered by the Education Quality and Accountability Office (EQAO), supposedly to give parents concrete results on how their children are performing in school. At the elementary level, Grade 3 and 6 students are assessed on a four-point scale in reading, writing and mathematics with level one being 50-60 per cent and level four being 80-100 (notwithstanding those who just don't have a clue, who are marked NE1). There's no nuance; a high level two and a low level three may be a hair's breadth apart and separated only by the markers mood that day. It's probably important to note that, taking the Grade 6 test cold with no preparation, I -- an Honours Bachelor of Arts graduate, summa cum laude -- was graded a level two last week. Now, there's an important difference between assessment and evaluation. Assessment seeks to test learning in order to better direct it: find out what you need to teach, then teach it. The EQAO was established with this ideal in mind. Evaluation, on the other hand, seeks to draw conclusions and render judgments on the quality of the performance task: in this case, the test. This is how the tests are actually used. Originally, almost 18 years ago, they were going to be the first step in a complicated and flawed teacher effectiveness evaluation process.
The EQAO says the results mean nothing in the ranking of schools, as all schools in Ontario are delivering a quality education. Nonetheless, it publishes the ranked results every year, best schools to worst. The best -- surprise! -- tend to be in affluent areas and confer bragging rights, often precipitating a rush for optional attendance at the school. The worst -- surprise! -- tend to be in socio-economically disadvantaged communities. I teach in such a community.
Students and parents set great store by the results of this test. So do schools; at my school alone, tens of thousands of dollars have been spent to improve the comparative ranking of our school. This results in a hell of a lot of test-teaching. In Eduspeak, this is called "best practices." We are told to leave the Level 1s and 4s alone; just raise the Level 2 students to Level 3 work and the Level 3 students to 4.
Back to the marking site, where they are telling us to improve our daily tally of marked test booklets. Each test takes between five and 10 minutes to mark. By the fourth day here, I'm just skimming the tests looking for key words and going with my gut feeling. What Malcolm Gladwell called “Thin slicing,” is surprisingly effective. Other colleagues with whom I have furtive conversations also skim. Is the child obviously learning disabled? Give him a level one instead of NE1. Made you laugh? Level three. Real howler? Level four. I figure this is sabotaging a flawed process by removing some of its Badass Teachers Association:

Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post

Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post:



Education Secretary Arne Duncan to outline education priorities and defend testing


 January 9  
As a new Congress gets to work to rewrite the 2002 federal education law known as No Child Left Behind, the Obama administration is drawing what Education Secretary Arne Duncan calls a “line in the sand”: The federal government must continue to require states to give annual, standardized tests in reading and math.
In a speech scheduled for Monday at an elementary school in the District, Duncan is expected to insist that any new law retain the trademark of No Child Left Behind, requiring that every public school student be tested annually in math and reading in grades 3-8 and once in high school, and also be tested in science at three points during those years.
“He will outline the need to widen and ensure opportunity for all students — the original purpose of this landmark law,” said Dorie Nolt, Duncan’s spokeswoman. “He will call for quality preschool for every child, improved resources for schools and teachers, and better support for teachers and principals. He will also call on states and districts to limit unnecessary testing so that teachers can focus needed time on classroom learning.”
The administration’s position comes amid growing anti-testing sentimentfueled by an alliance of parents skeptical of standardized tests, teachers unions that say using test scores to evaluate teachers and schools has warped education, and conservatives who argue that the federal government should play a much smaller role in local education.
Sen. Lamar Alexander (R-Tenn.), a former U.S. education secretary, university president and state governor who became chairman of the Senate education panel Monday, said he is weighing whether to ditch the federal requirement to test.
“Every parent, every teacher in 100,000 public schools is asking the question, ‘Are there too many tests?’ ”Alexander said in an interview Thursday. “I don’t know the answer. I’m asking the question. And the United States Senate ought to be asking that question as we think about No Child Left Behind.”
Alexander said the federal requirement appears to have created a cascading effect in states and local school districts, most of which now regularly test students during the course of the school year to make sure they are on track to succeed on the federally required exam at year’s end. And this year, as most states prepare for new tests aligned with the Common Core State Standards, the testing debate has gained new urgency.
“It’s a good, healthy discussion that the country is having,” said Alexander, who has scheduled a Jan. 20 Senate hearing on testing and set an Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post:

Resolution to Support the “I Refuse” Movement -      NYS ALLIES for Public Education

Resolution to Support the “I Refuse” Movement -      NYS ALLIES for Public Education:



 Resolution to Support the “I Refuse” Movement



BREAKING NEWS!Across NYS, Parents and Educators are combining forces to push back against harmful “reform” policies and to preserve equitable and child centered public education in New York State. Parents and Educators will continue to insist to Governor Cuomo and Chancellor Tisch that our children and their teachers are more than a score and that we reject their attacks on public education.

New York State Allies for Public Education (NYSAPE), NY BATs, Lace to the Top (LttT), STCaucus, Long Island Opt-Out (LIOO), and the Port Jefferson Station Teacher’s Association (PJSTA) have collaborated to write the following Test Refusal/APPR Resolution. The above organizations are in full support of this document and encourage education leaders and local union chapters across NYS to adopt this resolution. By adopting this resolution, local unions pledge to oppose high stakes testing, to advocate for an engaged and socially relevant curriculum that is student-based and supported by research; and to ask that their members refuse the NYS tests for their own children in grades 3-8.

Please share this resolution widely and show your support and solidarity for this action by displaying the “My Child is Refusing the NYS Tests” or “Less Testing, More Teaching” bumper sticker. These stickers and magnets are available in the NYSAPE Café Press store. We will also send the image files upon request to anyone interested in printing themselves or purchasing in bulk from the vendor of their choice. 

Resolution to Support the "The I Refuse Movement" to oppose High Stakes Testing:

WHEREAS, the purpose of education is to educate a populace of critical thinkers who are capable of shaping a just and equitable society in order to lead good and purpose-filled lives, not solely prepare that populace for college and career; and

WHEREAS, instructional and curricular decisions should be in the hands of classroom professionals who understand the context and interests of their students; and

WHEREAS, the education of children should be grounded in developmentally appropriate practice; and

WHEREAS, high quality education requires adequate resources to provide a rich and varied course of instruction, individual and small group attention, and wrap-around services for students; and

WHEREAS, the state assessments are not transparent in that–teachers and parents are not allowed to view the tests and item analysis will likely not be made available; and

WHEREAS, the assessment practices that accompany Common Core State Standards – including the political manipulation of test scores – are used as justification to label and close schools, fail students, and evaluate educators; therefore be it

RESOLVED that the (insert union) opposes standardized high stakes testing that is currently pushed by the Federal and State governments, because this testing is not being used to further instruction for children, to help children, or to support the educational needs of children; and be it further

RESOLVED, the (insert union) advocates for an engaged and socially relevant curriculum that is student-based and supported by research; and be it further

RESOLVED, the (insert union) will embark on internal discussions to educate and seek feedback from members regarding standardized high stakes testing and its impact on students; and be it further

RESOLVED, the (insert union) will lobby the NYS Board of Education to eliminate the use of high stakes testing; and be it further

RESOLVED, the (insert union) will ask that all of its members have their own children refuse to take the Grade 3-8 assessments: and be it further

RESOLVED, the (insert union) will organize other members and affiliates to increase opposition to high stakes testing; and be it further

RESOLVED, that a copy of this resolution will be sent to the NY State Board of Education, the Governor of NYS, and all members of the NYS legislative branch; and be it finally

RESOLVED, that after this resolution is passed by the (insert union) Representative Council, an appropriate version will be submitted to the American Federation of Teachers for consideration at the AFT July 2016 Convention and to NYSUT for consideration at the 2015 RA.

Please encourage your members to purchase/replicate these bumper stickers/magnets to support test refusal as a way to stop corporate education reform.    http://www.cafepress.com/nysalliesforpubliceducation
- See more at: http://www.nysape.org/resolution-to-support-the-ldquoi-refuserdquo-movement.html#sthash.vK0YFKq1.dpuf