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New Standardized Tests Bring Technical Challenges, Concern

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In this Feb. 12, 2015 file photo, practice test books sit on a table in the sixth grade English Language Arts and Social Studies classroom at Morgan Elementary School South in Stockport, Ohio. Call this the year of the test. Or, at least the year of standardized test mania. For all the headlines of technical test problems in some states and parents opting their children out of test taking, testing proponents say the roll out in much of the country this spring of new standardized tests taken on a computer has had relatively few major hitches. (AP Photo/Ty Wright, File)

In this Feb. 12, 2015 file photo, practice test books sit on a table in the sixth grade English Language Arts and Social Studies classroom at Morgan Elementary School South in Stockport, Ohio. (AP Photo/Ty Wright, File)

KIMBERLY HEFLING, AP Education Writer

WASHINGTON (AP) — Call this the year of the test. Or, at least the year of standardized test mania.

Standardized test season in K-12 classrooms has been dominated in some states by widespread technical problems or by parents allowing their children to opt out. But testing officials say the rollout this spring of new standardized tests taken by computer in many U.S. public schools has been without major problems in much of the country.

The next step? Seeing how students did — and how parents and educators respond. Test scores don’t just inform parents of their child’s progress; they are used to judge schools and teacher performance, too. The new exams are expected to be harder in many states than the state assessments they replaced, but they’ve been billed as a more accurate testing of what students are actually learning.

A student testing 101:

TESTS ARE NEW

The new assessments developed by two groups of states are called Smarter Balanced and Partnership for Assessment of Readiness for College and Careers, or PARCC. They are designed to be aligned to the Common Core state standards, which spell out what reading and language arts skills students in each grade should master. About 12 million students are taking the two tests in 29 states and the District of Columbia, along with 5,000 students in New York as part of a pilot program.

Additional states initially were to have participated, but dropped out. Legislators in Ohio and elsewhere continue to debate which standardized test to offer in the future.

TECHNOLOGY CHANGES

The new exams were developed to be taken by computer, although paper and pencil tests are available. Districts have had to upgrade their Internet capabilities, buy new computers and teach keyboarding. The move is “really groundbreaking and unprecedented in our field,” said Chris Domaleski, senior associate at the National Center for the Improvement of Educational Assessment.

HOW THE TECHNOLOGY IS WORKING

Testing was disrupted in the Smarter Balanced states of Nevada, Montana and North Dakota because of technical issues associated with open-source software.

In Nevada, states officials notified vendors they were in breach of contract. “Right now we have postponed the test until the vendor delivers a ‘cure,'” Clark County Superintendent Pat Skorkowsky told parents. “I cannot say for certain whether that ‘cure’ will happen and if we can complete the assessments.”

In Montana, State Superintendent Denise Juneau said she’s been “very disappointed” by the technology problems which initially caused a two-week delay in testing followed by other technical issues, and she’s decided to make the testing optional. She said a vast majority of districts are still doing the testing. She said she likes the rigor of the Smarter Balanced test, but will have to reconsider the state’s testing options if the technology problems don’t get resolved.

Beyond those problems, things are going relatively well operationally, especially considering the large-scale changes, Domaleski said.

In Ohio, for example, there was a problem early on with students taking the PARCC test being directly taken to the end of the test if they hit the wrong key, but the problem was identified and fixed, said an Ohio Department of Education spokesman.

In California, where 3.2 million students are taking the Smarter Balanced test, testing has been running fairly smoothly, said Pam Slater, a spokeswoman for the California Department of Education.

PARENTS ARE OPTING THEIR KIDS OUT

There’s been mounting concern that students take too many standardized tests. Thousands have opted to keep their students from taking standardized tests.

In New York, some superintendents have reported that 60 percent or even 70 percent of their students are refusing to sit for exams. In New Jersey, state officials said preliminary estimates show that nearly 15 percent of parents of high school juniors opted their teens out, although fewer students in the younger grades opted out. Such resistance has also been reported in Maine, New Mexico, Oregon and Pennsylvania.

Under federal law, 95 percent of a state’s students are required to undergo an annual assessment. As the opt-outs potentially put some states at risk of not meeting that threshold, Education Secretary Arne Duncan told reporters the federal government has “an obligation to step in.”

WHAT ELSE HAS GONE ON?

In New Jersey, the state education department said it will do a review to make sure that privacy is not compromised by a standardized-testing firm that is monitoring social media for security breaches. That announcement came after a school superintendent said her district was contacted after a student tweeted something online about testing.

WHAT’S AHEAD

Smarter Balanced said it plans to announce scores this summer. PARCC said it won’t make available how students did until this fall, in part because this summer it will set its performance standards. Some schools are already telling parents that students’ scores could be lower than on the tests they replaced.

Edward Ferrario, principal of Stony Lane Elementary School in North Kingstown, Rhode Island, said he and teachers in his building wonder if the Common Core standards they are teaching truly align to the new PARCC test and where the gaps are. He said his school has been commended in the past for its high-performing students, but that it’s unclear how students are performing on the PARCC test, causing concern.

“That doesn’t mean we’re not going to be able to raise the bar,” Ferrario said. “We’ll have to.”

_____

Follow Kimberly Hefling on Twitter: http://twitter.com/khefling

Copyright 2015 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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U.S. House Minority Leader Hakeem Jeffries Speaks on Democracy at Commonwealth Club

Based on his first speech as House minority leader, “The ABCs of Democracy” by Grand Central Publishing is an illustrated children’s book for people of all ages. Each letter contrasts what democracy is and isn’t, as in: “American Values over Autocracy”, “Benevolence over Bigotry” and “The Constitution over the Cult.”

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: House Minority Leader Hakeem Jeffries at the Commonwealth Club World Affairs Council on Dec. 2. Photo by Johnnie Burrell. Book cover: "The ABCs of Democracy" by Hakeem Jeffries.
: House Minority Leader Hakeem Jeffries at the Commonwealth Club World Affairs Council on Dec. 2. Photo by Johnnie Burrell. Book cover: "The ABCs of Democracy" by Hakeem Jeffries.

By Linda Parker Pennington
Special to The Post

House Minority Leader Hakeem Jeffries addressed an enthusiastic overflow audience on Monday at San Francisco’s Commonwealth Club, launching his first book, “The ABCs of Democracy.”

Based on his first speech as House minority leader, “The ABCs of Democracy” by Grand Central Publishing is an illustrated children’s book for people of all ages.

Each letter contrasts what democracy is and isn’t, as in: “American Values over Autocracy”, “Benevolence over Bigotry” and “The Constitution over the Cult.”

Less than a month after the election that will return Donald Trump to the White House, Rep. Jeffries also gave a sobering assessment of what the Democrats learned.

“Our message just wasn’t connecting with the real struggles of the American people,” Jeffries said. “The party in power is the one that will always pay the price.”

On dealing with Trump, Jeffries warned, “We can’t fall into the trap of being outraged every day at what Trump does. That’s just part of his strategy. Remaining calm in the face of turmoil is a choice.”

He pointed out that the razor-thin margin that Republicans now hold in the House is the lowest since the Civil War.

Asked what the public can do, Jeffries spoke about the importance of being “appropriately engaged. Democracy is not on autopilot. It takes a citizenry to hold politicians accountable and a new generation of young people to come forward and serve in public office.”

With a Republican-led White House, Senate, House and Supreme Court, Democrats must “work to find bi-partisan common ground and push back against far-right extremism.”

He also described how he is shaping his own leadership style while his mentor, Speaker-Emeritus Nancy Pelosi, continues to represent San Francisco in Congress. “She says she is not hanging around to be like the mother-in-law in the kitchen, saying ‘my son likes his spaghetti sauce this way, not that way.’”

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MacArthur Fellow Dorothy Roberts’ Advocates Restructure of Child Welfare System

Roberts’s early work focused on Black women’s reproductive rights and their fight for reproductive justice. In “Killing the Black Body: Race, Reproduction, and the Meaning of Liberty 1997)”, she analyzes historical and contemporary policies and practices that denied agency to Black women and sought to control their childbearing—from forced procreation during slavery, to coercive sterilization and welfare reform—and advocates for an expanded understanding of reproductive freedom.

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Dorothy Roberts. Photo courtesy of the John D. and Catherine T. MacArthur Foundation.
Dorothy Roberts. Photo courtesy of the John D. and Catherine T. MacArthur Foundation.

Special to The Post

When grants were announced Oct. 1, it was noted that eight of the 22 MacArthur Fellows were African American. Among the recipients of the so-called ‘genius grants’ are scholars, visual and media artists a poet/writer, historian, and dancer/choreographer who each receive $800,000 over a five-year period to spend as they see fit.

 Their names are Ruha Benjamin, Jericho Brown, Tony Cokes, Jennifer L. Morgan, Ebony G. Patterson, Shamel Pitts, Jason Reynolds, and Dorothy Roberts. This is the eighth and last in the series highlighting the Black awardees. The report below on Dorothy Roberts is excerpted from the MacArthur Fellows web site.

A graduate of Yale University with a law degree from Harvard, Dorothy Roberts is a legal scholar and public policy researcher exposing racial inequities embedded within health and social service systems.

Sine 2012, she has been a professor of Law and Sociology, and on the faculty in the department of Africana Studies at the University of Pennsylvania.

Roberts’s work encompasses reproductive health, bioethics, and child welfare. She sheds light on systemic inequities, amplifies the voices of those directly affected, and boldly calls for wholesale transformation of existing systems.

Roberts’s early work focused on Black women’s reproductive rights and their fight for reproductive justice. In “Killing the Black Body: Race, Reproduction, and the Meaning of Liberty 1997)”, she analyzes historical and contemporary policies and practices that denied agency to Black women and sought to control their childbearing—from forced procreation during slavery, to coercive sterilization and welfare reform—and advocates for an expanded understanding of reproductive freedom.

This work prompted Roberts to examine the treatment of children of color in the U.S. child welfare system.

After nearly two decades of research and advocacy work alongside parents, social workers, family defense lawyers, and organizations, Roberts has concluded that the current child welfare system is in fact a system of family policing with alarmingly unequal practices and outcomes. Her 2001 book, “Shattered Bonds: The Color of Child Welfare,” details the outsized role that race and class play in determining who is subject to state intervention and the results of those interventions.

Through interviews with Chicago mothers who had interacted with Child Protective Services (CPS), Roberts shows that institutions regularly punish the effects of poverty as neglect.

CPS disproportionately investigates Black and Indigenous families, especially if they are low-income, and children from these families are much more likely than white children to be removed from their families after CPS referral.

In “Torn Apart: How the Child Welfare System Destroys Black Families—and How Abolition Can Build a Safer World (2022),” Roberts traces the historical, cultural, and political forces driving the racial and class imbalance in child welfare interventions.

These include stereotypes about Black parents as negligent, devaluation of Black family bonds, and stigmatization of parenting practices that fall outside a narrow set of norms.

She also shows that blaming marginalized individuals for structural problems, while ignoring the historical roots of economic and social inequality, fails families and communities.

Roberts argues that the engrained oppressive features of the current system render it beyond repair. She calls for creating an entirely new approach focused on supporting families rather than punishing them.

Her support for dismantling the current child welfare system is unsettling to some. Still, her provocation inspires many to think more critically about its poor track record and harmful design.

By uncovering the complex forces underlying social systems and institutions, and uplifting the experiences of people caught up in them, Roberts creates opportunities to imagine and build more equitable and responsive ways to ensure child and family safety.

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Oakland Post: Week of December 18 – 24, 2024

The printed Weekly Edition of the Oakland Post: Week of December 18 – 24, 2024

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