Spin Cycle: Tests, Tests and More Tests and More

I've tossed around a few ideas for this week's Spin Cycle, and today I'm going to take a stand on something I've gotten good at over the past ten years and that is speaking out when I don't agree with a process at my sons' public schools.

My youngest son is in 5th grade and so this is his last year of elementary school.  He gets good grades, but on top of any accolades I am most proud that he is respectful to adults and other children and is kind.

Ever since school resumed after winter break, he has dreaded going to school and many days has asked if he could stay home.  A big part of that I'm sure is that he was home for 17 days.  But then I asked him several times what his days are like and I put together a list of issues.

The first that breaks my heart is how lessons are being taught.  He came right out and told me, "There is nothing visual or hands-on anymore.  Everything we learn is on paper and pencil."  I told this quote to my husband.  It broke his heart even more than mine.  He is a teacher at the same school.  It breaks his heart that the school (the county, the state) is so focused on test scores.  Years and years ago parents and community took a stand for wanting to see good test scores.  I am seeing the unintended consequences of that. 

My husband has taught for almost 20 years--gone are the days when if your students really became engaged with World War I (for example) the class could engage in conversations for days.  Heck, social studies in 5th grade now encompasses the time period of 1776 to the 1950's.  Years ago teachers were able to implement creative assignments, bring in WWII veterans, take a field trip to the Jewish History Museum, etc.  The American Revolution to the 1950's.....!!

In April there is a state test and that is the curriculum for what teachers must teach from Mid-August to mid-April. In the beginning of this school year the principal told the parents how well the students did on last year's state tests as compared to the year before--a complete power point presentation with numbers comparing the % increases.  All the parents clapped.  I did not--to me that represents teachers teaching to the test.  You can be assured to know that if a teacher has a certain % of students that did not do well, an administrative bean-counter makes note of it.  Regardless if that non-ready child transferred into the school a month prior from some other school.

These tests in April (which includes students now as young as first grade for math and language arts) are by no means the only tests given.  When school begins in August, the students are tested in all subjects as required by the county for assessment.  In October there is the ITBS--the national test scores I recall when I was a kid.  In December there are county benchmarks again to identify those who need extra help prior to the big tests in April.  In January the 5th graders are tested on writing skills to identify those that need extra help for the state writing test in March, which must be passed.  In April is the state test I've previously mentioned.  The student must pass it or try again after summer school.  These are not one-day tests--with the exception of the writing test the other tests are every day for a week.  Of course every other week or more are "regular" tests given in all subjects by the teachers for report card grades.  Honestly--what do report card grades mean any more in elem school since the state tests must be passed to be promoted.

 

And there are more tests which should not be mandatory but many teachers—as directed by the leader of the school—push.  Have you heard of Accelerated Reader (AR)?  Many schools across the country have bought into this program in which students read a book for which the school has purchased a test.  The test is a 10-question multiple choice test to quiz whether the student has read the book.  Many, many good books are not considered to be AR (just because no test exists for it) and so students are guided by teachers and the media specialist to read only AR books.  Each book is categorized as having certain points.  A Harry Potter book would have many more points than a “first reader” book.  Each student has been tested to determine how many points their level of books should be (see there are EVEN MORE tests I have not even mentioned that occur monthly).  The better the reader, the higher points he is required to read.  The number of points are the end to the “AR party”.  My son could read 15 “Magic Treehouse” type books to achieve his goal.  Of course he’d have to take 15 tests. 

 

My son’s grades on his two report cards this year are 96% in 1^st quarter and 95% in 2^nd quarter.  You would think he would be excused from this requirement. Or that it would be voluntary.  And actually since my husband teaches at the same school I can tell you that he tells his students and parents about AR and if they want to read and get points and earn a party to do it but if not he will not promote it (but he advises that next year in 6^th grade it is actually 5% of the students grade!).  AR does not benefit him and it does not instill a love of learning.  Instead it has done the opposite (ditto with older sons)—and that breaks my heart.  There are many students for whom it may help to read more.  There are many, many students who do not score well in language arts and whose families speak 100% a different language. One thing he told me last week is, "My AR points for this quarter have increased from 15 points to 25 points!!"

 

So back to my discussions with my son.  There were a couple of other incidents at school last week.  He volunteers as a Safety Patrol student to help with bus call, etc.  Sometimes the role is to help clean off the tables in the cafeteria from the kids who get lunch in the a.m.  My son is a super cleaner (he gets it from Hubs) and a super talker.  7:30 a.m. while wiping a table is his is his only time to talk other than recess—and some cafeteria lady or teacher ragged on him (believe me I’ve investigated as to whether he was a goofball or disrespectful).  So he is cleaning up after kids and it is before school and it is a volunteer job and he is talking to kids he can't talk to at any other time during the day.  Also in his regular classroom (fortunately for him he is in there only 30% of the day) the teacher has him sitting with some boys that have behavior issues--because he is a role model.  One accuses him daily of stealing things from him such as “Hey that pencil sharpener is mine.  You stole it.”  And my son will tell him that no, he has had that sharpener since 3^rd grade.  He will stick up for himself with a student.  But it was a trying week for him.

 

I know my son is blessed with no medical issues, two parents, everything he could want in the material world, and kind teachers in his same school from K to 5^th.  But it is my job to listen to his life because it is not my life (and mine was different at age 11 so that is my issue).

 

What is the point of this whole essay on taking a stand against issues I don’t agree with at school?  To remind me to speak out at school and school meetings--even knowing it won't help everyone.  And help my son if I can.

This week I called the Guidance Counselor at his school for the first time in my life.  She has known him since Kindergarten, and tells my husband how much she likes our son and how he makes her laugh, but I have never called her before.  I gave her a more high-level account of the above.  Because even a bright, successful, kind student who has never been in trouble before nor has any socio-economic disadvantages sometimes also needs to be listened to by the counselor.

Visit Gretchen to read more Spin Cycles.