The Garfield Stand and the Common Core
This article was originally published January 12, 2013 on The Underground Parent at http://undergroundparent.blogspot.com/2013/01/the-garfield-stand-and-common-core-will.html and is in part republished here, with permission from the author.
What is the Garfield Stand? It is what the teachers at Seattle’s Garfield High School are doing—they are taking a stand on important issues related to student assessment.
You can read about it in the letter from teachers at Garfield High School and at additional links provided below.
Teachers at another school, Ballard High School, are not just in sympathy with their Garfield colleagues; they are taking the same stand.
The Ballard teachers wrote a letter supporting their Garfield colleagues. That letter is copied below.
In a few years how many of the statements below will have a ring of truth if MAP is replaced with SBAC or PARCC assessments [Common Core national tests]?
25 teachers at nearby Ballard High School signed a letter against continuing to use the MAP test,
and in support of our Garfield colleagues
- The MAP test is a resource expensive and cash expensive program in a district with very finite financial resources,
- The MAP test is not used in practice to inform student instruction,
- The MAP test is not connected to our curricula,
- The MAP test has been repurposed by district administration to form part of a teacher’s evaluation, which is contrary to the purposes it was designed for, as stated by its purveyor, making it part of junk science,
- The MAP test has also been repurposed for student placement in courses and programs, for which it was not designed,
- The MAP test was purchased under corrupt crony-ist circumstances (Our former superintendent, while employed by SPS sat on the corporation board of NWEA, the purveyor of the MAP test. This was undisclosed to her employer. The initial MAP test was purchased in a no-bid, non-competitive process)
- The MAP test was and remains unwanted and unneeded and unsolicited by SPS professional classroom educators, those who work directly with students,
- The MAP test is not taken seriously by students, (They don’t need the results for graduation, for applications, for course credit, or any other purpose, so they routinely blow it off.)
- The MAP test’s reported testing errors are greater than students’ expected growth,
- The technology administration of the MAP test has serious flaws district wide which waste students’ time,
We, the undersigned educators from Ballard High School do hereby support statements and actions of our colleagues at Garfield High School surrounding the MAP test. Specifically, the MAP test program throughout Seattle Public Schools ought to be shut down immediately. It has been and continues to be an embarrassing mistake. Continuing it even another day, let alone another month or year or decade, will not turn this sow’s ear into a silk purse.
…It is unfortunate teachers feel the need to take such a stand.
Should they, and other teachers across the country, be making more of the decisions that will directly effect their instructional practices and their students’ education or should those decisions continue to be made by… state departments of education, business and corporate offices, wealthy foundations, and Washington, D.C.?
Links to further reading on the topic:
The letter from the teachers at Garfield High School regarding the MAP test
Letter of support for Garfield High School teachers from Diane Ravitch
Garfield High School teachers say “NO!” to high stakes testing
Standardized test backlash: Some Seattle teachers just say ‘no’
Garfield High teachers won’t give required test they call flawed
Garfield High teachers refuse to give standardized test
Garfield High teachers refuse to administer District-mandated reading and math test
Garfield High School teachers boycott MAP assessment test
This article was originally published January 12, 2013 on The Underground Parent at http://undergroundparent.blogspot.com/2013/01/the-garfield-stand-and-common-core-will.html and is republished here with permission from the author.