Test Mania: A School Is Not a Spreadsheet

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David Lyell: The current LAUSD school board majority needs to remember that the immeasurable elements of nurturing, protecting, and fostering growth and development in every single child are qualities that simply can not be quantified in a score.

Creating Cruel and Unusual Punishment for Our Nation’s Children

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Mark Naison: The punitive, stress-filled environment that No Child Left Behind and Race to the Hop has created is good for no one’s children. But it is especially damaging to children who come to school hungry and fearful because their families are living on the edge.

The National Education Association Flunks a Crucial Test

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Ann Robertson and Bill Leumer: As long as the N.E.A. as well as organized labor in general remain tied to the corporate-dominated Democratic Party, public education will deteriorate, critical thinking will be undermined, wages will remain low, and the working class will continue to suffer a decline.

The Race to Nowhere

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Mark Naison: Hearing that the governor of New York plans to raise student test scores from twenty percent to forty percent of teacher ratings just reinforces my perception that a species of insanity has overtaken those in charge of public education in the United States.

Needed: A Competency Test for Elected Officials

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David Love: Where do they find these people? I’m talking about those crazy-talking Tea Party types, ultra-conservative Republicans posing as legitimate lawmakers and politicians, some of them even passing themselves off as senators, members of Congress and governors.

High Stakes Teaching: The Value-Added Sham

Sikivu Hutchinson: The value-added sham won’t help parents and communities of color struggling to achieve educational equity for youth who have already been intuitively assigned a jail cell by a public school culture marching in lockstep with the teach to the test ethos.

Racially Biased SAT Speaks to a Broken Education System

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David Love: Is the SAT racially biased? The College Board says score disparities are due to educational inequities but the Harvard Educational Review disagrees.

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