I do in fact feel that it is necessary that districts meet annual goals because all programs should be constantly making efforts towards improvement. The problem is the fact that these standards have been instituted through federal law. There doesn't seem to be enough assistance/funds (by the federal gov.) when regarding struggling districts as a result of social forces. The 2007 federal education budget was $63 billion, which resulted in the elimination of 42 nation wide programs (resource centers, vocational programs, schools, ect.) How are low scoring districts, who are usually deprived of the crucial materials needed for reaching these standards, expected to reach them is such little time? A system must be devised that does not punish the schools, educators and students that are in need of much needed help. The closing of schools and distribution of low scoring students is not the answer.
It would be much more affective if states and districts were able to implement other forms of assessment that included portfolios, exhibitions, student conferences along with the required testing by the state and national governments. The present emphasis on standardized testing has caused great stress on both educators and students. Students of not benefiting from spending countless hours on test related material. This is taking away from the material that well rounded students should be getting through a properly constructed curriculum.
Let me know what you think - whether you agree or disagree.
Here are two links that provide some more info and possible direction for this problem
3 comments:
Andrew,
Excellent first blog posting!
You claim that "we tend to forget that our main goal as educators is to prepare and mold the future members of our society." How true that is! We get so caught up in meeting state and federal requirements as well as preparing for and administering tests that we forget the meaning of teaching.
Thanks for your feedback and superior response!
Here's even one better for you. I recently wrote a critique of an artcle that appeared in ENCOUNTER magazine. It was an editorial called 'Biased Tests' and in it, the author, William Crain, makes the argument that Standardized Tests, or High Stakes Testing, are actually forcing students to drop out.
While it's true, obviously, that the more students enjoy school, the less likely they will be to drop out. Well, it stands to reason that the LESS they like it, the more inclined they will be to stay. Well, nothing spells boredom like being forced to study for standardized tests all day. On top of that, who gets the most test remediation? Those who struggle with the tests. Who struggle most with the tests? Low-income minority students. So, who becomes most likely to be bored and stressed out by school and want to drop out?
You guessed it.
Andrew,
Intelligent writing on NCLB! Norine
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