A Teachable Moment

Former local teacher union pesident Morty Rosenfeld periodically attempts to make sense of the increasingly senseless world of public education.

Ignoring Failure

By all means, let us continue the battle against high stakes testing, a battle that we are winning. But in the process of ending the mismeasurement of student accomplishment, let’s not slip into the belief that evaluation doesn’t really matter. I fear that’s the message we are unintentionally sending students when, as we are increasingly doing on Long Island, we craft grading policies that count the results of state Regents Examinations only if they raise student averages. I have no strong feelings about Regents exams one way or another. When I was teaching, I always pitched the level of my courses above that of the Regents. Yet, not all students had to take the Regents to graduate during my teaching days. What I do strongly object to is the growing ethically tenuous practice of counting the results for some and not for others. If we deeply believe that the exams are not true measures of student achievement, then we should not count the results no matter student scores. If, on the other hand, we believe them to be an accurate measure of student knowledge, then by what ethical principle do we exempt students from the results who receive low grades? If we are to ignore Regents failure, why count other failures?

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