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USED: Recycled Empty Course Change on Testing

Ohanian Comment: Predictably, under "Comments," the first Times Pick begins, "This is good news..." As though it meant anything other than hypocrisy. Another begins, "Thank goodness the government is finally seeing there can be too much testing and too much prep."

The New York Times continues in its role of supporting the Administration in corporate disinformation.

by David Greene

Remember that theoretical problem where someone keeps moving half the distance to a point, and how that means they'll never actually get there? Well, today Arne Duncan once again moved half the distance to the point at which he will someday theoretically accept responsibility for the administrations failed education policies and then actually do something about them.

Duncan issued a statement about testing, and I'd like to be excited that he almost admitted culpability in the Great Testing Circus while stating some actual policy changes to address the problem. But he didn't get there, and I've seen the Duncan "I'll Kind of Say the Right Thing Almost and Then Go On Acting As If I Haven't Said Anything At All" show far too many times.

So what did Duncan actually say, according to the New York Times?

"It's important that we're all honest with ourselves," he continued. "At the federal, state and local level, we have all supported policies that have contributed to the problem in implementation. We can and will work with states, districts and educators to help solve it."

Get that? It's a "problem in implementation." It's not a policy that's Just Plain Wrong. It's not a flat out mistake to demand that all states make Big Standardized Test results part of teacher evaluation or of rating and ranking schools. It's not educational malpractice to use the force of law-ish regulations to force states to use these unproven BS Tests.

No, it's just a "problem in implementation." The policy of using tests to measure, evaluate and rank everything in education-- that's still great policy, apparently.

In fact, if this all seems vaguely familiar, it's because we did this at almost exactly the same time last year. CCSSO and the CGCS announced that it was time to rein in the testing juggernaut. They even had John King up there helping to announce how golly bob howdy it was time to stop wasting so much time on inessential testing. And the Duncan chimed in to say, "Yessirree, we've gots to roll back the testing." In fact, here's what Arne said a year ago:

Policymakers at every level bear responsibility here — and that includes me and my department. We will support state and district leaders in taking on this issue and provide technical assistance to those who seek it.

Wow. We've come so--oh, no, wait. We're exactly in the same place. And it was Downtown Baloneyville then, and the bus is stopping on the same corner today.

The new USED "cap" on testing is a suggestion for just 2% of the year to be wasted on actual testing. Big deal. That's peanuts compared to the vast time wastage of getting ready for the BS Testing. Mike Petrilli chimes in to say, "Let's be careful not to cut really useful and important tests," as if any tests are actually going to be scaled back.

And buried deep in the story is some actual useful information from the Council on Great City Schools report:

There was no evidence, the study found, that more time spent on tests improved academic performance, at least as measured by the National Assessment of Educational Progress, a longstanding test sometimes referred to as the nation's report card.

So, although reformsters repeatedly insist that the ultimate measure of any education policy choice is whether or not it raises tests scores, we will not be applying that metric to the BS Tests. Because reasons.

The administration said it would issue "clear guidance" on testing by January. Some of the language of the announcement Saturday was general; it said, for example, that tests should be “worth taking” and "fair." Like new guidance from many states, it stressed that academic standards and curriculum are to be fleshed out locally.

Yes, one year later we are still offering pointless PR nuggets and avoiding the real discussion, which is why, exactly, we need the BS Tests at all, and what possible justification there is for using the BS Tests to measure, rank and rate students, teachers or schools. The USED will still punch us all in the nose and take our lunch money, but they promise to try really hard not to take up too much of our time doing it. And the media, with its goldfish-sized memory, reports this as if it's a great step forward and not a recycling of last year's account of this incremental journey to nowhere. Gah.

(And Obama's testing action plan? That's a crock, too.)

— David Greene
Curmudgucation blog





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