Any parent reading this should know that they're well within their rights to pull their children out of any field test. This comes from Sandra Stotsky, a former member of the Massachusetts Board of Education.
Dr. Stotsky worked with the people developing Common Core's English Language Arts standards but refused to approve the new standards because, as she saw it, they were providing children with far less of an education in literacy than previously. James Milgram, a retired Stanford University math professor, worked with the people developing Common Core's math standards and, like Dr. Stotsky, he also refused to approve the new standards, saying they would put American high school students further behind their peers outside of the United States in math.
In fact, when Common Core's advocates presented this new curriculum to the Massachusetts Board of Education about four years ago, the leading math expert for Common Core, Professor Jason Zimba told the Board that Common Core's math standards were designed to put high school student math skills on a level that's acceptable to a non-selective college, i.e., something on a par with a community college.
Seven school districts in the Massachusetts -- Worcester, Norfolk, Peabody, Wachusetts, Mendon-Upton, Tantasqua and Cambridge -- have recognized the rights of parents to have their children opt-out of the new Common Core tests, often referred to as PARCC.
The upcoming PARCC tests are just that, a test. The Massachusetts Department of Elementary and Secondary Education is saying they want to see how this new test compares to the MCAS, the standardized test Bay State children have taken since 1998.
The plan, according to the Massachusetts Department of Elementary and Secondary Education, is to replace the MCAS with the PARCC test, which is also being used in many states around the country. It's important to know that the MCAS was designed to reflect Bay State's standards only.
More on this in the coming days.
Seven facts you should know about new Common Core tests
By Valerie Strauss,
The Common Core State Standards now being implemented in most states and the District of Columbia will soon be accompanied by new standardized tests being developed by two multi-state consortia — the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers (PARCC) — with $360 million in federal funds. Education Secretary Arne Duncan has said repeatedly that he expects these exams, due to be rolled out in 2014-15, to go beyond the familiar multiple-choice standardized tests students have been forced to take for more than a decade and to be an “absolute game-changer in public education.”
Is he right? Not so much. Here are seven myths and realities about the new tests, from FairTest, or The National Center for Fair & Open Testing, a nonprofit organization dedicated to ending the misuse of standardized tests. You can find more here on FairTest’s website.
Myth: Common Core tests will be much better than current exams, with many items measuring higher-order skills.
Reality: The new tests will largely consist of the same old multiple-choice questions.
Proponents initially said the new assessments would measure — and help teachers promote — critical thinking. In fact, the exams will remain predominantly multiple choice. Heavy reliance on such items continues to promote rote teaching and learning. Assessments will generally include just one session of short performance tasks per subject. Some short-answer and “essay” questions will appear, just as on many current state tests. Common Core math items are often simple computation tasks buried in complex and sometimes confusing “word problems.” The prominent Gordon Commission of measurement and education experts concluded that Common Core tests are currently “far from what is ultimately needed for either accountability or classroom instructional improvement purposes.”
Reality: The new tests will largely consist of the same old multiple-choice questions.
Proponents initially said the new assessments would measure — and help teachers promote — critical thinking. In fact, the exams will remain predominantly multiple choice. Heavy reliance on such items continues to promote rote teaching and learning. Assessments will generally include just one session of short performance tasks per subject. Some short-answer and “essay” questions will appear, just as on many current state tests. Common Core math items are often simple computation tasks buried in complex and sometimes confusing “word problems.” The prominent Gordon Commission of measurement and education experts concluded that Common Core tests are currently “far from what is ultimately needed for either accountability or classroom instructional improvement purposes.”
Myth: Adoption of Common Core exams will end No Child Left Behind testing overkill.
Reality: Under Common Core, there will be many more tests and the same misuses.
The No Child Left Behind law triggered a testing tsunami over the past dozen years, and the Common Core will flood classrooms with even more tests. Both consortia keep mandatory annual English/language arts (ELA) and math testing in grades 3-8, as with NCLB. However, the tests will be longer than current state exams. PARCC will test reading and math in three high school grades instead of one; SBAC moves reading and math tests from 10th grade to 11th. In PARCC states, high schoolers will also take a speaking and listening test. PARCC also offers “formative” tests for kindergarten through second grade. Both consortia produce and encourage additional interim testing two to three times a year. As with NCLB, Common Core tests will be used improperly to make high-stakes decisions, including decisions involving high school graduation, teacher evaluation and school accountability.
Reality: Under Common Core, there will be many more tests and the same misuses.
The No Child Left Behind law triggered a testing tsunami over the past dozen years, and the Common Core will flood classrooms with even more tests. Both consortia keep mandatory annual English/language arts (ELA) and math testing in grades 3-8, as with NCLB. However, the tests will be longer than current state exams. PARCC will test reading and math in three high school grades instead of one; SBAC moves reading and math tests from 10th grade to 11th. In PARCC states, high schoolers will also take a speaking and listening test. PARCC also offers “formative” tests for kindergarten through second grade. Both consortia produce and encourage additional interim testing two to three times a year. As with NCLB, Common Core tests will be used improperly to make high-stakes decisions, including decisions involving high school graduation, teacher evaluation and school accountability.
Myth: New multi-state assessments will save taxpayers money.
Reality: Test costs will increase for most states. Schools will spend even more for computer infrastructure upgrades.
Costs have been a big concern, especially for the five states that dropped out of a testing consortium as of August 2013. PARCC acknowledges that half its member states will spend more than they do for current tests. Georgia pulled out when PARCC announced costs of new, computer-delivered summative math and ELA tests alone totaling $2.5 million more than its existing state assessment budget.States lack resources to upgrade equipment and bandwidth and provide technical support, at a cost likely to exceed that of the tests themselves. One analysis indicates that Race to the Top would provide districts with less than 10 cents on the dollar to defray those expenses plus mandated teacher evaluations.
Reality: Test costs will increase for most states. Schools will spend even more for computer infrastructure upgrades.
Costs have been a big concern, especially for the five states that dropped out of a testing consortium as of August 2013. PARCC acknowledges that half its member states will spend more than they do for current tests. Georgia pulled out when PARCC announced costs of new, computer-delivered summative math and ELA tests alone totaling $2.5 million more than its existing state assessment budget.States lack resources to upgrade equipment and bandwidth and provide technical support, at a cost likely to exceed that of the tests themselves. One analysis indicates that Race to the Top would provide districts with less than 10 cents on the dollar to defray those expenses plus mandated teacher evaluations.
Myth: New assessment consortia will actually design the tests rather than well-known test manufacturers who have made mistakes in the past.
Reality: The same profit-driven companies, including Pearson, Educational Testing Service and CTB/McGraw-Hill, are producing the tests. These firms have long histories of mistakes. The multinational Pearson, for example, has been responsible for poor-quality items, scoring errors, computer system crashes and missed deadlines. Still, Pearson shared $23 million in contracts to design the first 18,000 PARCC test items.
Reality: The same profit-driven companies, including Pearson, Educational Testing Service and CTB/McGraw-Hill, are producing the tests. These firms have long histories of mistakes. The multinational Pearson, for example, has been responsible for poor-quality items, scoring errors, computer system crashes and missed deadlines. Still, Pearson shared $23 million in contracts to design the first 18,000 PARCC test items.
Myth: Common Core assessments are designed to meet the needs of all students.
Reality: Not yet. The new tests could put students with disabilities and English-language learners at risk.
Advocates for English-language learners have raised concerns about a lack of appropriate accommodations. A U.S. Education Department’s technical review assessed the consortia’s efforts in July 2013 and issued a stern warning, saying that attempts to accommodate students with disabilities and ELLs need more attention (Gewertz, 2013).
Reality: Not yet. The new tests could put students with disabilities and English-language learners at risk.
Advocates for English-language learners have raised concerns about a lack of appropriate accommodations. A U.S. Education Department’s technical review assessed the consortia’s efforts in July 2013 and issued a stern warning, saying that attempts to accommodate students with disabilities and ELLs need more attention (Gewertz, 2013).
Myth: Common Core “proficiency” is an objective measure of college- and career-readiness.
Reality: Proficiency levels on Common Core tests are subjective, like all performance levels.
Recent disclosures demonstrate that New York state, which last spring gave students a Common Core-aligned test designed by Pearson even before the consortia-developed tests have come out, set passing scores arbitrarily. There is no evidence that these standards or tests are linked to the skills and knowledge students need for their wide range of college and career choices.
Reality: Proficiency levels on Common Core tests are subjective, like all performance levels.
Recent disclosures demonstrate that New York state, which last spring gave students a Common Core-aligned test designed by Pearson even before the consortia-developed tests have come out, set passing scores arbitrarily. There is no evidence that these standards or tests are linked to the skills and knowledge students need for their wide range of college and career choices.
Myth: States have to implement the Common Core assessments.
Reality: No, they don’t.
High-quality assessment improves teaching and learning and provides useful information about schools. Examples of better assessments include well-designed formative assessments, performance assessments that are part of the curriculum (New York Performance Standards Consortium), and portfolios or Learning Records of actual student work. Schools can be evaluated using multiple sources of evidence that includes limited, low-stakes testing, school quality reviews, and samples of ongoing student work.
Reality: No, they don’t.
High-quality assessment improves teaching and learning and provides useful information about schools. Examples of better assessments include well-designed formative assessments, performance assessments that are part of the curriculum (New York Performance Standards Consortium), and portfolios or Learning Records of actual student work. Schools can be evaluated using multiple sources of evidence that includes limited, low-stakes testing, school quality reviews, and samples of ongoing student work.
The URL from the Citizens for Public Schools (in Massachusetts) provides information about which Bay State school districts have pulled out the PARCC test and can be found here:
http://www.citizensforpublicschools.org/what-we-know-opting-out-of-parcc-pilot-tests/school-committee-positions-on-opting-out-of-parcc-pilot-testing/
Below is letter is from the Norfolk, Mass., school district about recognizing parents rights to pull their from the upcoming Common Core tests.
http://www.citizensforpublicschools.org/what-we-know-opting-out-of-parcc-pilot-tests/school-committee-positions-on-opting-out-of-parcc-pilot-testing/
Below is letter is from the Norfolk, Mass., school district about recognizing parents rights to pull their from the upcoming Common Core tests.
70 Boardman Street, Norfolk,
Massachusetts 02056
Tel: 508-528-1225
Fax: 508-528-3739
February 11, 2014
Mr. Robert Lee
MCAS Chief Analyst and Acting PARCC Coordinator
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden MA 02148-4906
Dear Mr. Lee:
On January 14, 2014 the Norfolk School Committee voted to allow
parents to Opt-Out of the PARCC “Field Test” that is being administered this
spring on a trial basis. We
believe that since this is in addition to the MCAS that the children are
required to take and only certain students of the 4th Grade will be forced to
take this test, the parents of these selected students should have the right to
decide whether their children are to participate in this trial.
Our Superintendent shared with us your response to our vote and it
is your opinion that we are not allowed to provide an Opt-Out for parents based
on your siting of Massachusetts Law and the Department of Elementary and
Secondary Education’s ruling on MCAS.
You, through your legal counsel, sited MGL Chapter 69, §1l asserting that this test is “to assess
individual students, ‘comprehensive diagnostic assessment of individual
students shall be conducted
in the fourth, eighth and tenth grades. (Emphasis
added by your legal counsel)
We respectively disagree with your assertion since this test is
not providing “comprehensive diagnostic assessment of individual students” and
that no information regarding the results are being shared with the parents, teachers,
or individual districts.
We further assert that this is an issue of parental rights as to
whether the Massachusetts Department of Education has the right to mandate
testing that will result in no quantitative data reporting. We also assert that
it is the right of the Norfolk School Committee to provide our citizens with
the right to Opt-Out of this program.
We would like to point out that certain Districts are being
allowed to Opt-Out entirely. This
is not our request, we are only asking that parents have the right to choose
what is best for their children.
The Norfolk School Committee wishes this letter to go on record as
our Strong Objection to the
Massachusetts Department of Elementary and Secondary Education’s decision that
a locally elected School Committee does not have the legal right to allow the
parents of the affected children the ability to Opt-Out of the PARCC pilot
program.
Sincerely,
Shawn Dooley Thomas
Doyle Kelly
Peterson Mark
Flaherty
Chairman Vice-Chairman Budget
Chairman Policy
Chairman
State Representative
9th
Norfolk
