Why are school officials trying so hard to sell CSAP to the community? How good are their own math skills, especially in Prediction and Probability? How can they believe it is possible to get 100% of students to score proficient or better by 2014?

The AYP graphs of most schools show very modest progress toward that goal, kind of like a hike up a gentle slope. But now with only three years left to reach the 100% proficiency goal, we find ourselves standing in front of a steep mountain. Scores have to spike like an 8 or 8.9 quake on the Richter scale! It’s not going to happen,  so almost all schools will fail.

This ingenious scheme was designed with enormous influence from business corporations, including McGraw-Hill (the one that makes the CSAP, as well as tests for 25 other states) so money could be made by selling tests, and also curriculum to schools that need improvement. McGraw-Hill, one of several publishing companies, earns several hundred million of dollars in profit each year.  On their extensive website you can read the following [emphasis mine]. It sounds as if they had nothing to do with the reforms and the focus on testing. Of course, the PR people who write this are just as unknowing as most everyone else.

“Testing has been a pivotal part of American education since early in this century when educators began to seek more reliable and valid means to evaluate students and programs. In the past 40 years, there has been explosive growth and profound change in education.

At every step of the way, educational assessment has responded with innovation in measurement and technical expertise. In the past ten years alone, the field of testing has undergone tremendous change because of the emphasis on education reform and development of new education standards.

Also, if a school cannot be “improved”, it will be privatized! That’s what’s at stake under the impossible demands of No Child Left Behind. Many schools across the nation that used to be public are now run by private, profit-seeking companies or organizations that are paid with taxpayer monies; voucher money, so to speak.

The only difference is that such money is not used for families who want to find a better school. The choice is made for all parents of a neighborhood school who were not seeking a change, but are saddled with it anyway.

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3 Responses to We should be quaking in our boots!

  1. Chris Eikenberg says:

    I went to the Reisberg (SP) meeting on Sat. There were 3 people that stood up and said, we don’t buy it. 2 Teachers that stated that the company putting out the test should put out for us to take the test as they did not see how useful it was. One was retired and one was not but soon to be.

    LOL What was most impressive was the two Central High School students. Beautiful ladies with the right connection stating… ” if it weren’t for the extra curricular activities that shape us we would not be who we are.” Further, Mary stated” The extra curricular activities promote relationships and socialization. 25% of our class drop out because they feel that they don’t belong or life happens. Extra curricular activities bring to us skills that the ACADMEMICS don’t.”

    I asked them really this is how you feel. They both said yes. I told them that these skills give you what you need in life to succeed. Yes, They said. Then you just supported why we don’t need CSAP as the measurement is not on extra curricular activities. They could answer what they had learned from CSAP.
    FROM THE MOUTH OF BABES.

    The senator listened everyone but the balance was not willingly promoted by D6 School board member. Trying to shore up their battered reputation of being “transparent”. When this was stated Bob Stack came over to sit with me to politely state to the crowd in undertones of parapharse “don’t listen to this person rhetoric”. But it didn’t matter most of those in the room were educated and could think.

    Where is the meat from the threat Ms. Peif wrote about in the tribune. She printed verbal rhetoric giving no specifics where to find out this information, but gave no specifics as to what they would do to parents that did not participate. The forboding viled threat printed by the tribune by these people did not bring it on. Fight in the open with open forums on this. Bob Stacks you don’t want emotion… then listen to the parents and we will stop being angry over the bullying we have experienced by your adminstrative directives towards children and parents regarding CSAP testing. By the way last week it said we needed 95% and you stated 90% to qualify. Obviously you and the trib need to get your facts straight if you want to continue to lie to the public.

    I for one am tired of being threatened, bullied and told to come to D6 meetings for public body count and but shut up and sit down. Looking forward to November to vote your booty( as my girls call it) and your buddies out.

    California already went through this Charter battle that we are experiencing in this school district.

  2. Chris Eikenberg says:

    The girls from Central were directed to a European model of trades as did one of the speakers reagarding drop out rate, behavioral problems with students that disrupt class. Difficult children that require specific help.

    The girls stating that they had learned nothing from CSAP testing as they could not tell me one question or problem that they were asked from the test last year.

    I thought tests were to test you on retention and application and what you knew. Not on what you are forced to learn for a short time and then disguard. Who are these people fooling that we need CSAP?

  3. Conny Jensen says:

    It’s all about business interests. NCLB was set up to help schools fail. Read this: http://www.indypendent.org/2011/02/12/race-to-the-bottom/

    And also eye-opening:

    “The economic crisis of the 1980s reinvigorated corporate leaders’ interest in public education, and they have been active in reform efforts since then.

    ..Unable or unwilling to control the course of macro-economic trends like globalization or the advance of technology, corporate leaders appear to have turned their attention to elements of the broader social environment that may be more susceptible to their influence than the business cycle —for example, the public schools that prepare their domestic workforce.

    By focusing the public’s gaze upon schools, corporate leaders deflect attention from their own contributions to domestic and international economic and social problems.” http://sociology.uncc.edu/people/rmickelson/images/corporate.pdf

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