Education Week - March 25, 2015 - 26

LETTERS to
the EDITOR
Annual Testing Shackles
Schools and Students
To the Editor:
The No Child Left Behind
Act, which mandated annual
standardized testing in U.S. public
schools, states that National
Assessment of Educational
Progress scores will be used to
evaluate its effectiveness. My
organization's analysis of naep
results, however, shows that
overall student achievement was
rising faster before nclb went
into effect. The rate of score gains
for African-Americans, Englishlanguage
learners, and students
with disabilities generally slowed
under nclb.
These results refute claims by
defenders of the test-every-kidevery-year
status quo, who argue
that nclb's annual-exam mandate
helps public schools ("Why
Annual State Testing Matters,"
Commentary, Feb. 18, 2015).
Nclb's failure to raise scores on
independent standardized exams
is significant in light of widespread
curriculum-narrowing resulting
from the need for classroom
time for test preparation. Other
serious problems, such as pushing
low scorers out of school and
widespread cheating, are also part
of nclb's legacy.
Annual testing has flunked
out based on its own standards.
Congress must limit federal
testing requirements to one grade
each in elementary, middle, and
high school, as in the pre-No
Child Left Behind era. There is
no justification for continuing to
shackle schools with every-grade
testing.
Robert A. Schaeffer
Public Education Director
National Center for Fair & Open Testing
Boston, Mass.
'Ducktails' Discipline:
Disrespect Writ Large
To the Editor:
All teachers have experienced the
task of getting students to behave
while walking down the hall.
Many find themselves confronting
students who are talking and can't
keep their hands to themselves.
In response, many schools
have adopted policies designed to
remediate this issue. Yet there are
a few schools that take this task to
extremes-they force their students
to walk in "ducktails," where the
children place their hands behind
their backs so that each student
creates an outline similar to a
duck's tail. The students must then
"duck walk" down the hall. Many
people find this offensive, especially
when the practice occurs in highpoverty
areas, where a majority
of students are people of color,
because it is reminiscent of prison
culture ("Too Much Discipline
Hurts Majority-Minority Schools,"
Commentary, Jan. 28, 2015).
For schools, the effects on
students who are forced to
ONLINE www.edweek.org/go/commentary
OPINION BLOGS
Passionate teachers are critical to boosting student engagement,
writes popular author Gregg Levoy. Read his blog post, "The Impact of
Passion and Dispassion on Living, Leading, Teaching, and Learning,"
on the Leadership 360 blog.
www.edweek.org/go/edu-passion
In the Learning Deeply guest post "Bad at Math? It's Unacceptable,"
6th grade math and science teacher Donna LeFever argues that the
Common Core State Standards for math are inaccessible.
www.edweek.org/go/bad-math
| WEB COMMENT |
"The most successful administrators-the ones who accomplish
the most and don't burn out-have an enormous sense of
responsibility, but a very small need for control."
- CPE, responding to the Bridging Differences blog post
"What Are School Leaders' Most Important Qualities?"
www.edweek.org/go/school-leaders
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TEACHER VOICES
On the Teaching Toward Tomorrow blog,
digital-learning coordinator Jennie Magiera
profiles inspiring women in education.
In her second installment, she interviews
Rafranz Davis, an instructional-technology
specialist who advocates using technology to
empower diverse students and break barriers.
www.edweek.org/go/Rafranz-Davis
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walk in "ducktails" seems to
be unimportant as long as the
students are behaving in the
manner deemed appropriate by
those in authority. This leaves me to
ask: Is it enough to simply evaluate
"ducktails" based on outcomes, or
should we also consider the psyches
of the students?
In today's world of police
shootings and communities'
mistrust of authority, schools cannot
continue to promote practices that
undermine human dignity and
restrict freedom. "Ducktail" walking
as a tool for compliance does both.
It takes away the human dignity
of a K-5 student by indicating that
he or she cannot be trusted to walk
down the hall appropriately, and
it restricts freedom without just
cause. Simply put, these students
must follow orders similar to those
given in prisons.
The most damaging lesson
educators can teach students is that
their actions cannot change their
situations or circumstances.
Anthony M. Rodriguez
Assistant Professor
Elementary and Special Education
Providence College
Providence, R.I.
COMMENTARY POLICY
Education Week takes no editorial positions,
but publishes opinion essays
and letters from outside contributors
in its Commentary section.
For information about submitting an
essay or letter for review, visit
www.edweek.org/go/guidelines.
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Education Week - March 25, 2015

Table of Contents for the Digital Edition of Education Week - March 25, 2015

Education Week - March 25, 2015
Civics Tests for Diplomas Gain Traction
For Education Next, Views With An Edge
Employers Integral To Career Studies
Experience Seen as Boost For Teachers
Elite Private Schools Tackle Ed Tech
Contents
News in Brief
Report Roundup
Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
States Should Play Role in Fostering Engagement, Report Says
Teacher-Leadership Movement Gets Boost From Ed. Dept.
Blogs of the Week
Nonprofits Link Businesses To Career-Tech Programs
At Beaver Country Day, Investing In Innovation
Special Education Task Force Urges Overhaul for California
Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Fight Looms on Kansas Plan To Fund K-12 Via Block Grants
Blogs of the Week
Why School Policies Need to Be Fine-Tuned
Which ‘Common Core’ Are We Talking About?
What Will Be the Impact of the Assessments?
More Educator Voices on Common-Core Implementation
Overcoming ‘Initiative Fatigue’
Letters
TopSchoolJobs Recruitment Marketplace
Breaking the Code of the Common Core
Education Week - March 25, 2015 - Elite Private Schools Tackle Ed Tech
Education Week - March 25, 2015 - 2
Education Week - March 25, 2015 - Contents
Education Week - March 25, 2015 - News in Brief
Education Week - March 25, 2015 - Report Roundup
Education Week - March 25, 2015 - Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
Education Week - March 25, 2015 - 7
Education Week - March 25, 2015 - States Should Play Role in Fostering Engagement, Report Says
Education Week - March 25, 2015 - Teacher-Leadership Movement Gets Boost From Ed. Dept.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 11
Education Week - March 25, 2015 - Nonprofits Link Businesses To Career-Tech Programs
Education Week - March 25, 2015 - 13
Education Week - March 25, 2015 - 14
Education Week - March 25, 2015 - At Beaver Country Day, Investing In Innovation
Education Week - March 25, 2015 - 16
Education Week - March 25, 2015 - Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 19
Education Week - March 25, 2015 - 20
Education Week - March 25, 2015 - 21
Education Week - March 25, 2015 - Which ‘Common Core’ Are We Talking About?
Education Week - March 25, 2015 - 23
Education Week - March 25, 2015 - More Educator Voices on Common-Core Implementation
Education Week - March 25, 2015 - Overcoming ‘Initiative Fatigue’
Education Week - March 25, 2015 - Letters
Education Week - March 25, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - March 25, 2015 - 28
Education Week - March 25, 2015 - 29
Education Week - March 25, 2015 - 30
Education Week - March 25, 2015 - 31
Education Week - March 25, 2015 - Breaking the Code of the Common Core
Education Week - March 25, 2015 - CT1
Education Week - March 25, 2015 - CT2
Education Week - March 25, 2015 - CT3
Education Week - March 25, 2015 - CT4
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