I’m always trying to teach our union members that there are always opportunities to develop political coalitions, often with people with whom we disagree on most issues. So, I’m thankful the Plainview-Old Bethpage Board of Education voted last evening to send the grade 3 through 8 field tests back to the education department. Anything that reduces the horrific waste of instructional time and delegitimizes the corporate sponsored test and punish regime is welcomed by me and the teachers I represent. Yet what became very clear from the discussion prior to the vote to return the field test was the lack of understanding on the part of most board members of why these field tests and the tests that they serve to develop are at odds with the goal of quality education.
Too many of our board members seem to think that if we could only get better tests, tests that are available for public scrutiny, they could support a high stakes testing regime. Their discussion last evening did not reveal any understanding of what high stakes testing is doing to the instructional program in our district and throughout the country and that these malignant effects are inherent in any such testing program, even ones decoupled from teacher evaluations. If standardized tests that compare students are central to student advancement, they will create a political pressure for teachers to teach to the tests. Add to the high stakes for students a linkage to teacher evaluation and you have a combination guaranteed to narrow the curriculum to those subjects and skills necessary for students to advance to the next step in the race to nowhere and for teacher to ensure their continued employment. The best of tests that become the be all and end all are ultimately antithetical to an education aimed at the intellectual and ethical development of children. The burgeoning ranks of the opt-out movement understand this. This movement is not about the quality of tests; it’s about their inappropriate use.