Anytime we hear about the numbers from testing we naturally react to them in the way that the general public does. I was guilty of it just this week. My principal was talking about how low the third graders scores were on the pre-EOG in our school, across the county, and in the state. With my son being in third grade I was curious to hear more and I wanted to know when they were “releasing” the scores. She explained to me that they were trying to write a letter that would explain the reasoning behind such low scores, i.e. that it is a new test, and it was given within the first ten days of schools, etc. so parents and the public would not become so concerned. I think the letter is a good idea trying to give the public an explanation of what is going on versus just numbers but it is frustrating to know that much of that will be completely overlooked as people naturally focus just on the numbers and what that says about the students and schools.
This article presented the same alarming news, in the beginning, which we often hear about with testing, minorities groups scoring significantly below the majority-white population. When we look at the numbers people generally start making assumptions as to why this is without knowing anything about the population or situations in that community. For instance, one might assume that the Native American population does not provide many literacy rich opportunities or that English is not spoken in the home. When in fact this was not the case with either child observed during this research. When in fact both kids came from homes where reading to the kids was a priority and English was spoken in the home. In addition, the families were involved with their children and felt that education was extremely important. It was at school that they had fallen between the cracks. The teacher’s blinded view of these students kept them from seeing their true potential and from helping them find the meaning behind learning at school. Yes, they were given opportunities to do a few assignments throughout the year that gave them choice and the opportunity to learn and share about their culture. But obviously this wasn’t enough because both students had hidden talents and potential that was not recognized at school. I do not think this is because the teachers didn’t care, because in order to teach you really have to care. But instead I feel that we have became such a test and curriculum driven society that teachers are afraid to teach outside of the box or that they wont get to something that they have to. I would have liked to know more about what the teachers thought about the results from this research and the implications that come from it. So although I feel that quantitative research gives a biased opinion I also feel that that the qualitative was biased also.
This article made me really think about what great responsibility teachers have taken on and how truly important we are in each and every one of our kid’s lives and their future as life long learners. It also made me think about how hard it can be when you think you are doing all that you can, when in reality they may be something or someone you are missing.
Amy Spade
Comments (8)
I, too, would have liked to have read about the teachers' reactions to the research. It was almost like they needed the chance to explain themselves more than was offered in the article.
Ashley Catlett
Posted by Ashley Catlett | February 27, 2009 9:47 PM
Posted on February 27, 2009 21:47
Amy,
I agree that we often do not get to do what we want to do because we have to do what we HAVE to do! Our test/curriculum-driven system may have done more to impede true learning than promote it.
While it seems that we teachers do not really get the chance to impact policy as much as we would like, we do get to impact other teachers. As we have read each of these qualitative research articles I have thought how beneficial it would be to pass these on to our colleagues. I know we are all swamped, but reading these studies that provide insight on the "why" questions may do more to impact change of practice than mandating the practice of new strategies. I am more inclined to make a change when I understand the real need for it.
Posted by Lisa Rasey | February 28, 2009 12:22 PM
Posted on February 28, 2009 12:22
Hi everyone. Amy's response made me think about the undergraduate students that I am working with this semester. They are all nervous but SO excited about getting into the classroom. It's fun to be around them and their energy only makes me want to show them more, to give them the resources they need to get started on the right foot. I think that our new teachers need a great amount of support when they enter the classroom for the first time. They need to be able to rely on the experienced teachers for support, advice and ideas. At the same time the experienced teachers should be willing to learn from the new teachers as well. The new teachers have just finished school and have great new ideas and ways of thinking that could only benefit the atmosphere of the school. I think if we were more willing to take time and talk to each other, just like Lisa mentioned, we would be better teachers to our studnents. If we could sit down and really undesrstand what the test scores do and do not mean we could be better advocates for our students and schools. Defending our schools isn't going to get any easier. We are always going to be watched, criticized and expected to do amazing things without resources, but if we at least support each other we can stand up for what we are doing and how we are doing it. I think that as much as teachers talk to each other we are quick to judge each other. We have to be on the same team for the sake of our students. They need us to stand up for them and to stand together to do it.
Posted by Amie Snow | February 28, 2009 1:33 PM
Posted on February 28, 2009 13:33
Amy, your story about third grade test scores made me think of our recent second grade test scores. Each year we administer 2 nationally normed tests: one for ability and one for achievement. We use the results to determine who gets into the AG (academically gifted) program and to flag low achievers for possible learning issues. Each year teachers are surprised by the some of the results. There are always students that don't "qualify" who we (teachers) know would excell in the gifted program and some who did qualify who we know will struggle in the program because of poor work habits. Unfortunately, teacher input is never sought. It's just based on the numbers. I think this is very frustrating as well as insulting to teachers!
Posted by Jayne Thompson | March 1, 2009 2:33 PM
Posted on March 1, 2009 14:33
Amy,
I especially enjoyed your last paragraph, which was a simple reminder of the importance of the task each of us has taken on. Teachers are incredibly important in our society. We have a great responsibility to children and their families. I also liked your comment that although we may feel like we are giving everything we have when we may simply be unaware of something else we could be doing. This reminded me of the importance of continued education throughout our teaching careers. We should attend workshops and classes to be sure that we are always aware of new ideas and strategies to work with our learners. This was just one way I thought of to continue to support the learning of our students, including minorities.
Posted by Brittany Guy | March 2, 2009 1:25 PM
Posted on March 2, 2009 13:25
Amy, I agree with a lot of what you said. I believe, that in general, school is starting to appeal less and less to many students. Sure, minority students are missing that link between their culture and school, but that is starting to apply to so many children around the globe. Teachers can no longer just focus on teaching the standard course of study because, what is standard anymore? We have to figure out a way to get into the nitty gritty of life and pull these children back in by making learning meaningful. Unfortunately when you know you have this test coming up, and that writing assignment next week where they give you the meaningless prompts, it makes it hard. I truly believe that by the end of everything, education will be overhauled and focus around meaninful curriculum and these children's lives so that they can express their beliefs, opinions, and showcase what they really know.
Posted by Whitney Gilbert | March 2, 2009 5:19 PM
Posted on March 2, 2009 17:19
Amy,
I think you and I have had the conversation before that the American education system has definitely gone downhill. Legislation is so fixated on test scores that they have forgotten about children. I know for a fact that I knew more in 3rd grade than most 3rd graders know now. We were so overexposed to culture and art. We overlearned and were thrilled to do so! For us learning was not limited to reading and math, and all students were included in the learning experience. I believe if another method of accountability besides test scores was available, teachers could start educating the whole child again, instead of just the children that are good at math and reading.
Posted by Cherrita Hayden-McMillan | March 2, 2009 9:59 PM
Posted on March 2, 2009 21:59
Amy,
So interesting that you wanted the teachers' perspectives! The researcher had a specific research question about the literacy practices of Zonnie and Daniel, but I think you have a good insight in that the teachers had a limited scope/vision of what literacy and even education should be. And perhaps some data from them would have revealed more about their perspectives on literacy.
Posted by Alecia Jackson | March 18, 2009 8:35 PM
Posted on March 18, 2009 20:35