10 Reasons Why Parents *Don’t* Opt Out

10 Reasons Why Parents  *Don’t* Opt Out

1. My kids don’t stress about the test.

Then do it for the kids that DO stress. Do it for special education kids. Do it for kids for whom English is not their first language. Do it for their teachers who are being unfairly graded on how kids from different poverty levels and backgrounds perform on 6 days out of the entire year. Do it to get rid of rote test prep. Do it so authentic learning can return to the classroom all year. Do it so science, creativity, and social studies can have a real presence in the classroom.

2. You can’t opt out of life/I want them to learn how to deal with stress.

We would be lucky if test anxiety was the most stressful thing that ever will happen in a child’s life. Sadly, it’s most likely not true. They will have plenty of other opportunities to manage stress and challenges. When you opt out, you are not teaching them to back away from a challenge. You are teaching them to stand up for change and fairness.

3. We took these same tests when we were young.

These are definitely not the same tests. We took developmentally appropriate tests, the results of which were given to both parents and teachers in a timely manner, showing strengths and areas for improvement. These current test results aren’t even given until your child is no longer in their class.

4. I don’t want to negatively affect their teacher.

Did you know that even if your child scores a high 4 one year and gets slightly lower 4 the following, it will show ‘no improvement’? A high 4 is a high 4! This is not an accurate measure of students or teachers. Teachers can’t come out and say it, but if your job depended on the performance of kids on a purposely confusing test grade levels above their skill, would you want them to take the test?

5. Their school will lose funds.

There is not wording that specifically states schools will lose funds, only that Title 1 money will be reallocated. Title 1 money is usually a small amount that is generally equal to the amount spent on test materials, test prep, and subs so teachers can grade exams. Additionally, there have been school districts on Long Island that have had high refusal numbers with no consequence.

6. I don’t want them to lose services/honors courses.

Teachers will use other methods to determine need or eligibility. Kids have refused and not been denied access to any of these.

7. I want them to learn to take tests. It’s good practice for the Regents/SATs/MCATs.

Let’s completely ignore the fact that there have been zero studies that show that testing 8 year olds at an 11 year old level results in higher SAT test scores. Didn’t we all manage to successfully take exams, get into college and become successful? Was there only one opportunity for us to learn these skills, or did we build upon them as we matured?  If we’re going with that logic, should we let our kids start driving now to prepare for the driving test in 8 years?

8. I like to see how my kids are doing.

The teacher who sees them 180 days a year is able to tell you how they are doing. A test given 6 days out of the year with developmentally inappropriate material is not a good measure of what your child has learned. The results from this test aren’t received until fall of the following year, when your child is no longer in the class. The way it’s broken down and the secrecy of the test content doesn’t allow for information to be used in a constructive way in the classroom.

9. We need a tougher curriculum because we are lagging behind other countries.

No, we’re not. That information is taken from PISA scores. Other countries just use the data from their best and brightest students. USA uses all students. When adjusted for country size and poverty levels, USA ranks in the top. In fact, USA has remained in the same general area since PISA scores were recorded. Say we were falling behind. Do we really think that testing our kids at a developmentally inappropriate level will improve scores?

10. I’m Ok with all of this.

Please go to the following websites for more information

www.nysape.org

www.connetquotparentsforeducation.com

On Facebook:  Long Island Opt Out   

Connetquot Parents for Education

Sachem Community Alliance for Public Education

Lace to the Top and Stop Common Core on Long Island

If I Go Missing Ask Pearson Where They Hid My Body

Wednesday night  a Facebook page called Education is a Journey not a Race posted pictures of the 4th grade NYS ELA assessments. Who runs the page or how they obtained the photos is unknown. Within just a few hours the post was shared 175 times.  It's no big surprise that by this morning the Facebook page no longer exists. It is unknown whether the owner of the page, Facebook or another unknown source removed the page, that info remains a mystery. 

Basically the response from The New York State Education Department (NYSED) was that there will be consequences because of the leaked tests. Those consequences are wasting additional taxpayer dollars and more class time on field tests to replace the exposed questions.

What's with all the secrecy around these state assessments? Does it really matter if people read the passages and questions? Perhaps The NYSED suits are just trying to hide the fact that they, along with Pearson designed an assessment for 4th graders that was developmentally inappropriate.

Although the Facebook page Education is a Journey not a Race no longer exists these pictures of the assessment do. As a parent of a 4th grader I feel the moral obligation to share these pictures with fellow parents. Especially those parents who will have children entering 4th grade next year.

*On a side note being that no one knows what happened to the original page or person that posted these pictures I want to make sure If I go missing you all ask Pearson where they hid my body.

4th grade ELA Assessment

10 Reasons Why Parents *Don’t* Opt Out

10 Reasons Why Parents  *Don’t* Opt Out

1. My kids don’t stress about the test.

Then do it for the kids that DO stress. Do it for special education kids. Do it for kids for whom English is not their first language. Do it for their teachers who are being unfairly graded on how kids from different poverty levels and backgrounds perform on 6 days out of the entire year. Do it to get rid of rote test prep. Do it so authentic learning can return to the classroom all year. Do it so science, creativity, and social studies can have a real presence in the classroom.

2. You can’t opt out of life/I want them to learn how to deal with stress.

We would be lucky if test anxiety was the most stressful thing that ever will happen in a child’s life. Sadly, it’s most likely not true. They will have plenty of other opportunities to manage stress and challenges. When you opt out, you are not teaching them to back away from a challenge. You are teaching them to stand up for change and fairness.

3. We took these same tests when we were young.

These are definitely not the same tests. We took developmentally appropriate tests, the results of which were given to both parents and teachers in a timely manner, showing strengths and areas for improvement. These current test results aren’t even given until your child is no longer in their class.

4. I don’t want to negatively affect their teacher.

Did you know that even if your child scores a high 4 one year and gets slightly lower 4 the following, it will show ‘no improvement’? A high 4 is a high 4! This is not an accurate measure of students or teachers. Teachers can’t come out and say it, but if your job depended on the performance of kids on a purposely confusing test grade levels above their skill, would you want them to take the test?

5. Their school will lose funds.

There is not wording that specifically states schools will lose funds, only that Title 1 money will be reallocated. Title 1 money is usually a small amount that is generally equal to the amount spent on test materials, test prep, and subs so teachers can grade exams. Additionally, there have been school districts on Long Island that have had high refusal numbers with no consequence.

6. I don’t want them to lose services/honors courses.

Teachers will use other methods to determine need or eligibility. Kids have refused and not been denied access to any of these.

7. I want them to learn to take tests. It’s good practice for the Regents/SATs/MCATs.

Let’s completely ignore the fact that there have been zero studies that show that testing 8 year olds at an 11 year old level results in higher SAT test scores. Didn’t we all manage to successfully take exams, get into college and become successful? Was there only one opportunity for us to learn these skills, or did we build upon them as we matured?  If we’re going with that logic, should we let our kids start driving now to prepare for the driving test in 8 years?

8. I like to see how my kids are doing.

The teacher who sees them 180 days a year is able to tell you how they are doing. A test given 6 days out of the year with developmentally inappropriate material is not a good measure of what your child has learned. The results from this test aren’t received until fall of the following year, when your child is no longer in the class. The way it’s broken down and the secrecy of the test content doesn’t allow for information to be used in a constructive way in the classroom.

9. We need a tougher curriculum because we are lagging behind other countries.

No, we’re not. That information is taken from PISA scores. Other countries just use the data from their best and brightest students. USA uses all students. When adjusted for country size and poverty levels, USA ranks in the top. In fact, USA has remained in the same general area since PISA scores were recorded. Say we were falling behind. Do we really think that testing our kids at a developmentally inappropriate level will improve scores?

10. I’m Ok with all of this.

Please go to the following websites for more information

www.nysape.org

www.connetquotparentsforeducation.com

On Facebook:  Long Island Opt Out   

Connetquot Parents for Education

Sachem Community Alliance for Public Education

Lace to the Top and Stop Common Core on Long Island

Vicious Cycle of Ignorance

The murder of Michael Brown has sparked many conversations about racism and white privilege. The more posts I read the more ignorance I witnessed. When people display such ignorance its usually because they have the lack of understanding or exposure. When you can't understand something or have never been exposed to something that tends to leave you feeling vulnerable, the feeling of vulnerability makes you defensive. Being defensive is a way of preventing the reality of bad situations from becoming overwhelming. Its easier to keep a defensive posture and pretend the bad is not there. Rather than examining  why discussing the issues of racism and white privilege leave you feeling defensive.

If we don't educate ourselves and others the vicious cycle of ignorance will continue.

Below are links to an article and research paper that I have found  to be very informative.

EXPLAINING WHITE PRIVILEGE TO A BROKE WHITE PERSON

 The Undergirding Factor is POWER
Toward an Understanding of Prejudice and Racism

The Death of Michael Brown, Teachers, and Racism: 10 Things Every Badass Teacher Needs To Understand