Scandalous Schools

April 19, 2013

One of the bad features of the school reform movement that was cited in our posting of March 29 (“Hit Again”) is the obsession over standardized testing and the linkage between children’s scores and adults’ salaries.  The length to which some so-called educators have gone reached new highs (or perhaps lows) in Atlanta recently; but that’s far from the only school testing travesty we’ve seen, as Eugene Robinson of the Washington Post Writers Group reported on LSJ.com on April 4, 2013:

“It is time to acknowledge that the fashionable theory of school reform – requiring that pay and job security for teachers, principals and administrators depend on their students’ standardized test scores – is at best a well-intentioned mistake, and at worst nothing but a racket.

“I mean that literally.  Beverly Hall, the former superintendent of the Atlanta Public Schools, was indicted on racketeering charges Friday for an alleged cheating scheme that won her more than $500,000 in performance bonuses.  Hall, who retired two years ago, has denied any wrongdoing.

“Also facing criminal charges are 34 teachers and principals who allegedly participated in the cheating, which involved simply erasing students’ wrong answers on test papers and filling in the correct answers.

“In 2009, the American Association of School Administrators named Hall ‘National Superintendent of the Year’ for improvement in student achievement.  For educators who worked for Hall, bonuses and promotions were based on test scores.  After a day of testing, teachers would allegedly be told to gather the students’ test sheets and change the answers.  Suddenly a failing school would become a model of education reform.  The principal and teachers would get bonuses.  Hall would get a much bigger bonus.

“State education officials became suspicious.  The Atlanta Journal-Constitution wrote probing stories.  There seemed to be no way to legitimately explain the dramatic improvement in such a short time, or the statistically improbable number of erasures on answer sheets.

“Sonny Perdue was governor at the time, and in August 2010 he ordered a blue-ribbon investigation.  Hall resigned shortly before the release of the investigators’ report, which alleged that 178 teachers and principals cheated over nearly a decade.  Those findings laid the foundation for Friday’s Grand Jury indictment.

“My Washington Post colleague Valerie Strauss, a veteran education reporter and columnist, wrote Friday that there have been ‘dozens’ of alleged cheating episodes around the country, but only Atlanta’s has been aggressively and thoroughly investigated.

“Standardized achievement tests are a vital tool, but treating test scores the way a corporation might treat sales targets is wrong. Students are not widgets.  Even absent cheating, the blind obsession with test scores implies that teachers are interchangeable implements of information transfer, rather than caring professionals who know their students as individuals.

“School reform has to be something that is done with a community of teachers, students and parents – with honesty and, yes, a bit of old fashioned humility.”

Shared Responsibility

March 26, 2013

My counterpart in Georgia has a nice way with words, and recently used that talent to add his perspective to topics like those we’ve been addressing here in Michigan.  In the March 2013 Georgia High School Association newsletter, under the title “All of Us Must ‘Pay the Price’ for Student-Athlete Wellness,” GHSA Executive Director Ralph Swearingin writes:

“In ‘History and Philosophy of Education’ courses many of us learned that an early concept in the American educational system involved the school operating ‘in loco parentis’ – in the place of the parent.  During those early days, that concept was applied to the authority of school personnel to regulate the behavior of students.  Over time, however, the application of that concept to school discipline has diminished.

“It is interesting to note that school personnel are called upon to fulfill parental roles in ways that were not prevalent in the past.  Over time there has been an evolution of responsibilities placed on the educational system to provide services that used to be provided by the family.  One such area involves the responsibility to be the ‘health and safety guardians’ of our students.  Debates about whether it is the school’s responsibility are non-productive.  This responsibility has been thrust upon member schools and state association staff members, and it is doubtful that this trend is reversible . . .

The very nature of athletics makes it impossible to guarantee the safety of every student in every sport.  The goal is to minimize the risk to these students with prudent preparation and vigilant supervision.  While the American culture may be thrusting this responsibility on the school personnel, there are productive ways to send some of that responsibility back to the students and their families.

“. . . Students and their families need to be informed about all of these issues.  Preseason meetings with players and parents or guardians should involve the dissemination of information about relevant health and safety considerations . . .

“But education of players and their families is not enough.  Coaches must be certain to teach techniques that minimize risks, and to be certain that all equipment used in the sport are in good repair and are being used properly.  School personnel need to be certain that published guidelines and protocols are being followed.  Doing these things involves the expenditure of time and money, but the well-being of our students dictates that we ‘pay the price.’ ”