
Jay Matthews has a story in the Monday October 1, 2001
Washington Post, “Superintendents Suggest Fixes for ‘No Child’” Some Support National Testing Standards.” The link is
here.
The story title, of course, refers to the controversial "No Child Left Behind" (NCLB) law. Rather than let states make up the tests and have the federal government make up rules for “adequate yearly progress” (actually, an a bit paradoxical with a conservative administration, demanding progress for each racial or ethnic group), administrators are suggesting that federal tests could be made up and administered. Probably they would be made up by contracting organizations (like the Educational Testing Service or maybe even for-profit certification testing companies like Brainbench). Administrators express consternation over the way special educations students are tested, saying that the concept of IEP (individualized education plan) contradicts making them pass the same tests as others (it’s not necessarily true that they always have to).
I read this with a recollection of my own high school education, graduation in 1961 (Washington-Lee High School in Arlington, VA, then one of the top public schools in the country). In those days, teachers had complete responsibility for tests and grades. Kids worried about getting a “hard” teacher (a “hard math teacher” was particularly dreaded). The pattern persisted in college, where professors generally had complete control of the way they tested and graded. (At least this was so at William and Mary, George Washington, and the University of Kansas, where I had personal experience as discussed elsewhere on these blogs.) The pattern of individual teacher control started to change in the 60s, however, with concerns like the civil rights movement and draft deferments, and over time there has been more emphasis on standardizing tests.
Frankly, I would be concerned about turning over test content to the federal government. With a state system, there is at least some competition among points of view on what should be tested. An interesting anomaly comes to mind: in history classes, most states emphasize their own state history in combination with US History (that’s particularly true of Virginia, with its pivotal role in colonial and revolutionary times).
Michael Alison Chandler has the
story on today’s
Washington Post page B2, “Hand-Held Calculator’s Milestone Number: On 40th Birthday, Classroom Role Still Questioned.”
When I was in high school (late 50s to 1961), slide rules were the rage, particularly on physics and chemistry tests. Educators remain skittish on the tendency of kids to depend on calculators. But one can develop tremendous skill with them, working all kinds of common math problems, even more so when linked to a PC. They may accelerate learning of concepts in algebra, trigonometry, calculus. Still, I remember memorizing multiplication tables in the second grade, and the multiplication and long division problems in grade school. And calculators don’t help too much with “word problems” where the student has to translate a situation described in words into equations to solve.
Here is a recent
link on my own substitute teaching experience. I am struck by the incredible range of students and needs in public schools, even in better-off systems like in northern Virginia or Montgomery County MD. Schools are faced with demands for political correctness and “one size fits all” (even with AP), and so much of the potential teaching talent is driven away by the political climate.
Shortage of Male teachers:Tonight (2007/10/01) NBC Nightly News had a story ("A Few Good Men") about the shortage of male teachers. One reason is low pay, another is the fear of "accusations" and false witch-hunts. Male teachers report that they are especially wary of ever touching students in any way. Menteach.org has a major presentation (with some candor about GLBT and other sensitive issues) about the problem
here. About 25% of public school teachers are male; only 9% of elementary school teachers are male, as compared to the early 1980s when it was 18%.
In Minneapolis, in 2003, I did meet an actor who, in his twenties, was teaching fourth grade. (This was not the same person shown in the NBC broadcast; the news story was developed in the Minneapolis area).
Please look at the Aug. 27, 2007 entry on this blog for discussion of a long disturbing Associated Press story (published around Oct 20 2007) about teacher misconduct around the country.