What Representing Men in Divorce Taught Me About Fatherhood | Marilyn York | TEDxUniversityofNevada – YouTube

Absent, part-part-time, and cast-off dads matter hugely in today’s academic results. They are one of many disparate factors that get eclipsed by endless discussions of standardized test results. We don’t use those tests to make any useful recommendations related to this topic — or any topic as it applies to an individual student.

These tests are big data. They are mostly meant for government bureaucrats, not teachers, parents or students. Schools may pick up some ancillary benefit as they compare results to those of other locations, but those benefits are microscopically tiny when compared to the costs of testing. Parents may learn areas where tutoring might be useful — but they will get little information on exactly what tutoring is needed. And you don’t need a weatherman to know which way the wind blows. When Mack is struggling in mathematics, his parents likely don’t require multi-day tests to find that out. A quick email to his teacher will work much better, and should result in helpful information weeks or even months sooner.

Here are a few interesting stats:

Children of divorce are less likely to earn a four-year or graduate degree, according to recent research from Iowa State University. They have lower GPAs and are statistically 24% less likely to receive a high school degree. (See Link between divorce and graduate education a concern as more jobs require advanced degree • News Service • Iowa State University (iastate.edu) and 8 Ways Divorce Can Impact a Child’s Academic Pursuits – Divorce Magazine.)

Eduhonesty: I picked this issue out of a basketful of factors that are almost never addressed within our schools. Those state standardized tests are DISTRACTING us from many elements that matter in our children’s educations. They are also documenting and redocumenting facts we already know. We identified our struggling zip codes decades ago. With rare exceptions, those zip codes are still struggling. We connected low socio-economic status (SES) to low test results decades ago. Has this country done anything meaningful to address this challenge? I’d have to say that No Child Left Behind amounted to ten giant steps backwards in terms of solving that problem of low-SES skewing of test results downward. In fact, NCLB might just have been a rocket ride in the wrong direction.

Big data hasn’t helped us. Big data is hurting us, in fact, as I have documented throughout this blog. In the meantime, we are so busy sorting data and putting it into spreadsheets that the meeting about support for fatherless children or children in the middle of life-changing events such as divorce — well, that meeting probably never happens. The discussion about possibly adding another counselor or social worker? Another meeting that never happens.

Eduhonesty: I want to repeat that I am not anti-test. But every test creates opportunity costs. The most obvious cost is the material that we cannot teach because we are testing yet again. I lost about 1/5th of my last school year to testing preparation and testing before I retired. Honestly, that year’s testing schedule (2 benchmark tests times 3, added on to the year of two PARCC tests, not including “practice” tests) was close to INSANE.

But this post is intended to highlight one more underexplored cost of testing. What about the fatherless children? And that’s only a small start. We have identified many factors that affect educational success.

What about the homeless children? Homelessness has been exploding lately according to some sources. Anecdotal sources talk about growing tent cities within cities. “The nation has experienced three straight years of increases in homelessness…” according to COVID-19 and the State of Homelessness – National Alliance to End Homelessness. The article notes that, “as unemployment rapidly increases, so do predictions for homelessness, with one expert estimating that nearly 250,000 new people could join this already growing population over the course of the year.”

Missing fathers and lost homes are urgent problems that schools should be addressing. Counselors and social workers are sometimes thin on the ground, though, especially in cash-strapped districts. I don’t want to bog down in the absurdity of property-tax-based school funding. I do want to highlight critical absences — the discussions that never take place because we are too busy manipulating numbers.

One more problem with testing run amok: We end up ignoring problems that cry out for action while we dissect late-arriving tests instead. I have already pointed out in my last post that the tests almost always come back after the school year is effectively over, and sometimes well into summer or even the next fall. Then the PowerPoints start being created to share the data. (Or worse, they don’t get created and that data never informs any important decisions despite the time loss it generated.) The professional developments start being crafted to try to teach that Common Core math that didn’t work for the last few years, but maybe if we… or we… or… a lot of brainstorming happens in curriculum meetings that points directly at that test or the standards that built the test.

In the meantime, does anyone attack the problem of fathers or nonexistent housing? Some of our children might benefit enormously from extra support that never arrives because we never even start talking about their problem. Unless those students begin breaking down into tears regularly in school, no one may recognize they are facing any new or unusual challenges at all.

We only have so much time. I understand that we cannot solve the world’s problems and we must tread lightly when addressing students’ home lives. But aspects of life outside the classroom manifest in performance struggles within the classroom. Those aspects keep getting ignored as we myopically try to push test scores up by looking only at those tests themselves, usually shortly before we begin the meetings to prepare for the next test.

I believe we would benefit greatly from taking standardized tests off the table for a few years, giving ourselves time to take a good look around at what is happening in American education — at what has been happening with America’s students. Because our students should not be seen as sources of data. They are children, and a great deal has been happening in their lives lately. They absolutely do not require more stress — especially since we are unlikely to learn much of anything new from the testing that is stressing them.

I AM SO SICK OF ARTICLES THAT TELL ME — SHOCK!! — HOW POVERTY AND LOW TEST SCORES GO HAND IN HAND. Yes, and water is wet, there are too many shootings in Chicago, and our kids waste too much time on their phones. We know that already. Can we go on to the next step? That step is not another test or test-preparation session.

I strongly suspect a review of demographic and socioeconomic correlations from the year 2000 — or even 1970 — would show the same racial and economic divides we see today. See The Racist Consideration in Testing that Does Not Hit the News | Notes from the Educational Trenches (eduhonesty.com) for an example. Certainly the last decade or two has kept hitting the same nails on the head over and over again.

No Child Left Behind has failed. The Common Core is failing. Our toxic testing culture has not put a dent into the achievement gap. Maybe freeing time and funds to help individual children navigate their complicated times could help. But we will never manage to help individual children unless we can free up and commit time, energy and conversations to identifying possible solutions for the problems holding our students back.

The massive time suck from standardized testing prevents those conversations from ever taking place.

Thanks to all my readers, Jocelyn Turner

Maybe in some state somewhere the situation is not quite as bad as my headline above.

Please share this post with PARENTS.

Here’s what I know: That state standardized test was given in late spring and didn’t ever come back for weeks or even months. During the year of the first PARCC administration, it didn’t come back until sometime during the fall of the NEXT school year.

Parents may think these tests are providing useful data. Useful to whom? Not to the classroom teacher. Even if the data comes back before the end of the school year, which is not always the case, no one breaks the data down in any helpful fashion for classroom teaching. No one tells me Jared does not understand percentages. They may tell me that Sadie has fallen far behind in reading, but if I have not figured that out for myself by the end of the school year, I am a genuinely awful teacher.

THOSE TESTS ARE PRETTY NEARLY USELESS TO TEACHERS.

State standardized tests provide big data to the government. That’s their purpose. They don’t help individual students. But they do, directly and indirectly, steal weeks of your child’s instructional time. I can’t be teaching while I am testing. More importantly, I may be forced to teach your child inappropriate material because my efforts are supposed to be pointed at a test that does not match my individual students’ learning levels.

OPT OUT. Because I am learning nothing that will help me to educate your son or daughter. I am just wasting all of our time, so that someone in Washington can reaffirm for the ten-millionth time that there seems to be a correlation between poverty and low standardized test scores.

PLEASE OPT OUT.

How strange has education become? When I was in high school, I confess I skipped school every so often to go to Point Defiance Park in Tacoma, Washington. Groups of us would stand near the bus stop while the truant officer glared. Truant officers didn’t seem much more effective back then than they are today. But my friends and I would never have taken the bus across town on a day when we had an important test, and our parents were justifiably upset when the school called to tell them what we had done — even outraged in some cases.* Parenting tip: Grounding a reader doesn’t work well if you take her to the library first.

But today skipping school may even be sanctioned by parents. Our irrational tests have spawned opt out movements across the nation as parents attempt to pull their children out of harm’s way. More parents all the time are opting their children out of standardized testing.

I am now recommending opting out in my blog. I feel I have no choice. The years keep passing by, and longer, more complicated, and steadily less appropriate tests continue to come down the pike, despite numerous pleas by educators and others. If COVID could not stop the march of the standardized tests — and even the Biden administration wants testing to go forward — then I support parents taking control and exempting their children from this ritual.

Someone must take control SOON. As it stands now, no one seems able to answer one vital question related to the kids at the bottom of the testing pile-up: How are we going to fix the kids that we are breaking, the ones not lucky enough to stay home or in study halls on test days? Because while many US students are rolling with the US testing regimen, others are taking a volley of regular hits to their self-confidence and self-esteem that will not be easily — if ever — repaired.

We are using kids to get our government data, and “using” is exactly the right word. Then we give them their test scores, showing them exactly where they are in respect to everyone else. We have done this for decades, of course — but that annual test gained orders of magnitude of importance over the last twenty years, a legacy of No Child Left Behind. Meanwhile, electives and vocational/technical education faded or even vanished as school districts threw more and more of their resources toward classes directly designed to improve test scores.

Please, readers, especially older readers who went to school in saner times: Try to imagine being a kid in the 30th percentile on a measure that you have been told is the most important aspect of your whole school year. You can’t help but feel you failed, even if there was no way to succeed, for whatever reason. Because sometimes there is no way to succeed, whether it’s because you speak Spanish at home or because you missed months of school due to a traumatic brain injury or any of the thousands of reasons why different students don’t score well.

Eduhonesty: I am not against testing. We do have to be able to compare Memphis to Chicago to Seattle. We do have to identify at-risk groups. But we don’t need the Godzilla-like MONSTER that today’s testing has become. Testing this spring will be fed by toxic fears and researcher radiation in a time when childhood is struggling and too often losing its fights against electronic and other forces.

Tests can be done without structuring a district’s whole instruction around beating the test — a process that makes education less fun and also devalues learning for its own sake. Districts should not be losing weeks of education to tests — especially since the educational losses from that time hit the most disadvantaged kids the hardest. During my years teaching, I never got a SINGLE, ACTIONABLE piece of information back from a state standardized test in time to be of any use to me in the classroom.

Weeks of lost time — with ZERO to show for it in the classroom itself.

That’s absurd. That’s true. And that’s why we have to pull back, pull our kids out if necessary, and shut this ridiculous data pipeline down.

*I was enough of a nerd that my mother actually felt reassured when I skipped school to walk the beach with friends. When busted I would end up with the special note, “Please excuse my daughter because she was indisposed.” If I was sick, the note read, “Please excuse my daughter because she was ill.” She would explain to me that she was not going to lie for me since lying was unacceptable. But going to the beach obviously was acceptable. Across the years, I remain grateful for my wacky parenting.

Thanks to all my readers, Jocelyn Turner

I’ve recently posted ways in which that spring state standardized test hurts students. Here’s a subtle and cumulative effect that hurts teachers, one that’s happening all over the country.

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It’s a short, simple phrase: The kids can’t… Maybe it is followed by “add fractions” or “tell time” or any of a thousand-plus possibilities. And sometimes that phrase is absolutely true. Among my most aggravating teaching moments were those when I tried to explain that my kids could not, in fact, do material that the administration had nonetheless required because “it’s on the test.”

Still, this phrase should be viewed with caution and trepidation. “The kids can’t” has the potential to be a self-fulfilling prophecy. I present this as another reason to opt-out and shut down the madness of today’s testing culture, a reason I don’t think I have ever read elsewhere. Let me try to explain my slightly convoluted idea using an example:

I am the teacher. The administration has told me that my 4th period class, in which one student is testing two years below grade level and everyone else is at least four years below grade level, must do grade-level algebra problems because these problems will be on the state standardized test in late spring. Very limited remediation time or support is available. I may naturally look at this scenario and declare, “But my class cannot do these problems.”

I am right. Especially with all the required tests going on throughout the year, I don’t have a realistic shot at pulling this group up four full years mathematically in a few months. I might be able to find a magic carpet for one or two gifted kids who just arrived from Cambodia or the like, but basically my administration might as well have asked me to teach the group to plan the next spacecraft landing on Mars.

My question: what happens if this scenario repeats too often? When I am repeatedly asked to teach a process because “it’s on the test” to kids who are years behind grade level when they arrive in my classroom, I find myself repeatedly saying “My kids cannot do this.” I may be right. The kid who cannot add fractions cannot do eighth grade math. That’s simply a fact. The fractions must come first. Remediation must come first.

Let’s skip all the issues involved in catching up the children who have fallen behind. I want to look at one aspect of this scenario: I keep saying, aloud or to myself, “the kids can’t do it.” After awhile, I may come to believe what I am saying, EVEN WHEN IT IS NOT TRUE. The kids can’t do “it” is a self-fulfilling prophecy when I do not teach “it” because I have already concluded — perhaps correctly but perhaps not — that “it” is impossible.

This is a mindset issue, but not one that simply results from selecting unfortunate words. If I have a group of kids that mostly cannot clear a four-foot high bar, being told that I must prepare them to clear an eight-foot high bar represents a disconnect with reality. Too much disconnection and my go-to internal messaging may go haywire. In place of “this is what we must do to master Topic X,” I am regularly starting with “the kids can’t…” instead. Once I get stuck in that place then, yes, they can’t. They can’t because I won’t even try to get them over the bar, viewing that effort as essentially futile.

This all began with that spring standardized test and an administration desperate to pick up points on that test — so desperate that rational instruction fell by the wayside. What happens to the teacher who keeps being told to force her students to leap tall buildings in a single bound? One thing that may happen is a subtle attitude shift from “we can do it” to “my students can’t.”

“My students can’t” is not a phrase we want teachers to be using often, even when it’s true, maybe especially when it’s true. Students sense when a teacher believes in them and they sense when he or she lacks confidence in their ability to complete the latest standard projected up onto the whiteboard. They may not understand that their teacher has simply made a rational judgment about an irrational academic expectation. Instead they may think that their teacher lacks faith in THEM. Meanwhile, we are wearing a groove into that teacher’s set of self-messages, one that starts with “my kids can’t…”

Those spring standardized tests work directly against rational expectations based on past performance. After a teacher has been told to plan another Mars landing too many times, that teacher may give up on teaching topics that remain eminently useful and doable. That teacher didn’t exactly lose faith in students. Instead, he or she lost faith in rational curricular planning.

But the effect of this loss of faith will be the same regardless of its source. Set the bar too high and everybody may fail. Some kids will jump higher. Other kids will quit and walk off the field. Some teachers will begin stealth teaching — teaching what their students should learn next in a rational universe rather than whatever pie-in-the-sky standard is pasted on the board. Other teachers will try to teach those standards because that’s what their group is expected to be teaching, whether that content makes sense for their particular group or not.

Reason #42 for opting out of this year’s big test: When the test determines the curriculum — as it almost always does today — that curriculum may fit nobody in a special education, bilingual or even regular classroom. That results in a substandard education, potentially for every student in the classroom.

This set-up also results in a teacher who has to keep saying, “my kids can’t…” until those words sometimes create the reality they once merely described.

Now is a perfect time for the change. Let’s just stop. Let’s scrap those spring state tests altogether. If government and educational leaders balk — and the Biden administration recently betrayed us by putting the spring tests back on the schedule — I hope parents will opt their children out of state testing on a national basis.

Here’s the vital number that inspired my retirement and this post: During my final year teaching, all classes were obliged to test for more than 20% of the school year — two benchmark tests, PARCC (the year of two, separate administrations), unit tests prepared by an outside consulting firm, and weekly quizzes designed by departments to prepare students for the unit tests. That left 36 * 0.8 = 28.8 weeks available for instruction, except the number was actually smaller. We had to go over MAP test results with students, devote time to PBIS behavioral support plans, and all those nitty gritty little extras that suck minutes at odd moments.

Eduhonesty: Sometimes nobody’s listening. Various school and government leaders keep pushing for testing right now and somehow we have to get their attention. We have to pull the lever that will send this train off the track. Because the train must be derailed. We have been throwing students off the train for decades anyway, straight into ravines off bridges set so high that no one can see the bottom in the mists below. Lost kids? We’ve lost so many as our tests and standards hammered children, children who were sometimes happy to dive out that train window or fill out the high school early exit forms.

I favor channeling Martin Luther King Jr. and Mahatma Gandhi. We can be peaceful. We can behave like civilized, sensible parties in this ongoing dispute over the urgent requirement for megatons of data dynamite. Not everyone has to stay home to make opting out work. All we need are ENOUGH students out eating ice cream and watching Netflix. As the numbers of students who opt out grows, the reliability and validity of test results falls. We no longer know if the population we are measuring reflects the population as a whole. We can destroy the usefulness of the data. Once we do, those tests should be relegated back to their old status of a useful exercise in intelligence gathering, rather than the purpose of a whole year’s worth of instruction.

We must do this. I know I sound like a gouged, repeating piece of vinyl on an antique record player, but here’s one more repetition of my driving theme: These tests are clobbering kids psychologically.

Maybe my readers are not having my classroom experience. Not all kids are taking a hard hit. Children who test well tend to do alright, for example. But many children do not test well. Anxious and academically-deficient kids feel especially beaten up by our spring rite of passage. I believe state achievement tests certainly form part of the rising problem of anxiety disorders in children today.

Sobering numbers have been masked by the pandemic. COVID numbers have taken over the news, leaving large issues in footnotes. Here’s one such number: “According to the National Institutes of Health, nearly 1 in 3  of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.” (Anxiety in Teens is Rising: What’s Going On? – HealthyChildren.org; Anxiety and depression in children: Get the facts | CDC)

These annual tests are also responsible for today’s pie-in-the-sky curricula. In many locations, predetermined curricula demand that kids learn what may be 48 weeks of work in only 28 weeks of school. That’s impossible for all but extraordinarily gifted kids. The result? If the tests themselves don’t put cracks in kids’ psyches, that curriculum death march can do the job all by itself. Schools that try to cover the entire content of the test by spring may simply be moving much too fast for either retention or comprehension.

Please, please, please. Reader, do you have children? Grandchildren? Don’t let them take those annual spring achievement tests.

I’ve had my shots and I may do some afternoons this spring, but here are the facts: I don’t need that extra $10,000 to $12,000 a year. I’ve been proving that all this year. I’ve gotten used to going to bed at midnight and waking up between 8 and 9 A.M. I’m enjoying learning Adobe Photoshop right now and thinking of taking a class. I might be pretty much close to done with teaching on a regular basis, in no small part because I’ve fallen out of the habit of teaching, which I kept up after I retired because I LIKED teaching — but not the pay and not getting up. I’m sure I am not alone. I might begin subbing again soon. I might not.

I think I am close to being one of the many, many “former” teachers.

Eduhonesty: The sub crisis will not pass with vaccinations. It will not become one more blip on the COVID radar for years. Many of the missing subs had fallen right out of teaching into a retirement of less frequent teaching with more breaks and the bonus of half-day work days. We never truly left teaching. But in 2020 and 2021, we stayed home, and here’s what I learned: baking bread, painting watercolors, making collages, blogging, learning software, zooming educational webinars, walking dogs, writing poetry, and binge-watching TV tend to be extremely pleasant ways to spend time. I have developed all sorts of hobbies. When I retired, I had no idea what to do with my time, so I kept teaching. Now I fill all my time easily.

I’d guess there are lots of people like me. I don’t think we will be going back, not often anyway. Due to the shortage, free time has mostly disappeared from the sub schedule — schools need more certified bodies in classrooms every hour of every day — and I don’t want to have to worry about when I will be able to go to the bathroom. Been there, done that.

I still don’t know how the next year will play out. The new normal is not normal at all. Retired teachers don’t know what to do with those socially-distanced, no-contact classrooms, and I expect the old guard will mostly duck that weirdness, again because the sub shortage has increased work demands but not yet the already-paltry pay. In the meantime, baking bread has taken off so ferociously that one would think yeast had just been invented, and friends keep sending me texts and emails for virtual art classes, science webinars and science fiction conventions.

Here’s hoping our vaccinations bring the new normal into something more approximating the times we remember before 2020. Some days, I really do want back into that classroom.

Many hugs from Jocelyn Turner, who finally stuck her name into this blog a few weeks ago.

P.S. Lesson of the week: If a cookie recipe has the word “healthy” in the title, that’s not the recipe you want.

P.S.S. Please opt out of testing this year if you can, or help others to do so. Those tests have been clobbering lower-scoring kids’ psyches. Yes, we took them when we were kids, but the emphasis was not there. In fact, my brother recently asked me if we had even taken standardized tests. He could not remember. But today’s kids will remember because we are now building a whole year’s instruction around preparing for those tests, and we are even discussing scores with children later to “help them improve academically.” I believe we are mostly “helping” to create anxiety disorders instead — and this has to stop. We are driving some children much too hard for little or no benefit to create “data-driven” instruction that doesn’t seem to be working anyway.

This is will be more anecdotal than my usual posts, but future predictions must sometimes be made from the tea leaves of daily life, rather than elaborate, data-filled spreadsheets.

A friend and I were driving together in her car this week, Hooray for vaccinations! The windows were open but we shared a car and ate lunch outside at the Chicago Botanic Gardens. Slowly, the world is returning to “normal.” Almost. On the way home, we had a sobering conversation. She was talking about a friend of hers who was angry about teacher vaccinations.

“Why should they be prioritized over other people?” The friend had asked in a hostile tone. “The data says teaching is safe.”

I’m not sure what data that is. Safe? Mortality rates are low, but not close to 0. The data does suggest teaching remains safer than many alternatives. According to the article, Covid: Teachers ‘not at higher risk’ of death than average – BBC News, the figures suggest teachers “do not have an elevated risk of the magnitude faced by health and care staff and by lower-paid manual and service workers.” Here are some numbers out of England:

“Among teachers, there were 18 deaths per 100,000 among men and 10 per 100,000 among women.” Secondary school teachers have a higher risk at 39 deaths per 100,000 people in men and 21 per 100,000 in women. For comparison, the article notes that per 100,000 men, 119 restaurant and catering staff died. Other dangerous professions today: 110 care workers, 101 taxi drivers and 79 nurses. Women do significantly better overall. For example, mortality rates per 100,000 women show death rates of 47 for care workers, 27 for sales or retail assistants, and 25 for nurses.

I want to focus on that ANGER today, though, rather than any stats. In those US states that have decided to prioritize teachers, teachers have been on the receiving end of outbursts of anger over their status in the vaccination line. That anger spills out in Twitter, Facebook, Nextdoor, and other social media sites. It crops up in conversations across the country. That anger is a much greater problem than any viewpoint that maybe the grocery clerks, restaurant workers and taxi drivers should go first.

We are all entitled to our personal plans for how we would have managed vaccinations. If my husband was a taxi driver, I’d naturally want him toward the front of the line. I don’t want to in any way slight the many nonteachers at elevated risk.

But teachers already feel dumped upon. They have been feeling dumped upon for years. Ever since No Child Left Behind, many have felt they were being held responsible for factors outside their control. When a teacher gets criticized and maybe even reprimanded because a student is sleeping in class — after a night spent fighting for rest in a crowded van and a rushed breakfast of a school granola bar and milk — it’s hard to describe that teacher’s likely feelings of helplessness and sometimes even rage. Blaming teachers for student behavior and student test results while ignoring the socioeconomic factors in the mix has been a fact of teaching life for too many years now. Unhappy, even miserable, teachers have come to believe the system is rigged to make their lives harder rather than easier.

Today’s miasma of anger has spilled out onto teachers– who are blamed for getting earlier vaccinations, for CDC protocols in schools, for forced online learning, for chosen online learning platforms, for limits on social opportunities at school, and for their reluctance to step into poorly ventilated rooms in schools that honestly cannot meet CDC guidelines. That anger has been popping out all over and shares one thing in common with the sleeping student mentioned above: Teachers cannot and do not control any of these factors. They didn’t come up with the guidelines, choose the platform, or decide never to fix their schools’ failing ventilation. They didn’t get to pick anybody’s vaccination schedules. But teachers are still feeling the anger directed against them.

And, oh, readers, are some of these men and women TIRED. I’ll use myself as an example. I can accept being blamed for my poor choices — they were my choices, after all, and if I do not own them, who will? — but I retired from teaching because I was TIRED of being blamed for factors outside my control. That girl who could not explain what we were doing in math class? Her English was testing at a first grade level and she was extremely shy to boot. When my tall and rather scary Assistant Principal decided to give ME hell for her “inability to explain the day’s lesson” to him, I only just managed to keep my silence for the sake of my students. I left my resignation letter in my glovebox and kept on teaching. I knew I was done, though. I was simply sick of being held responsible for test scores on a test pitched four or more years above the previously-tested learning levels of my students. Not to mention all the other problems I was expected to fix, like introversion, lack of background knowledge, and the effects of losing sleep because the whole group home had to pick up a new member in the middle of the night due to lack of staffing.

Some women and men are quitting today. This year has seen far more mid-year resignations than I can ever remember. Those resignations were once rare because they almost ensured a teacher would not be able to find another teaching position. They are not rare this year. Those teachers who decide to quit before year’s end are leaving the profession, so next year’s postings don’t matter to them.

Other teachers are planning to quit at the end of the year, despite the fact that schools are running on fumes right now because the subs have already quit. Yes, not all the subs are gone. Some future or newly minted teachers are still subbing to get their feet in the right doors. But those retired teachers? In big numbers, they ducked this year. The 2020-2021 sub crisis has been real, if eclipsed by other more immediate perils.

Eduhonesty: Readers, none of us can control COVID or the CDC. This last year has been extremely rough for everyone. Teachers nonetheless kept fixing the plane while flying it, and many of them have been doing heroic jobs while also caring for their own displaced kids.

I want to highlight just ONE big issue in this post:

Teachers are feeling blamed — yet again — for circumstances entirely outside of their control. That kind of blame gets old fast. When a person cannot fix a problem, but ends up being criticized and held accountable — well, Smart Move No, 1 may be going back to school to become an ultrasound technician. Or staying home with the kids if the $$ numbers work.

Every angry remark, every angry post, every disparagement of a working teacher becomes one more reason to walk away. The men and women in supportive districts who are in the middle of their careers are likely to wade through this latest set of troubles. Some teachers with a strong calling to teach will stay regardless of circumstances. Those teachers would keep preparing lessons in Aleppo, Syria, as the bombs fell. But especially teachers nearing retirement or just starting out may decide they are done. It’s not so hard to write off a mistake in direction in your twenties, not with decades still ahead to pursue alternative interests elsewhere. Sometimes three more years to a thirty-year retirement pension may not seem worth the risk or the money. Even with vaccinations, 2021 teaching remains insanely stressful in some locales.

I predict an ugly teacher shortage coming at us like chunks of a broken asteroid from space, one that will hit our low-achieving districts first and hardest. The reasons will be complex. No one simple factor will be responsible. Today’s ANGER may seriously feed that teaching exodus, though.

Articles are already being written:

“The coronavirus is vastly exacerbating that shortfall (of full-time, licensed teachers), experts say, by prompting many teachers to leave the profession or take early retirement.” (Pandemic Teacher Shortages Imperil In-Person Schooling – The New York Times (nytimes.com) and As Pandemic Upends Teaching, Fewer Students Want to Pursue It – The New York Times (nytimes.com)

Readers, if you are not a teacher, please take time regularly to thank your children’s teachers if possible. No kids? Can you thank the teacher down the block? I’d also like to ask everyone to work to shut down those ugly comments on social media. Young people as well as teachers read those comments. How will they view the idea of teaching after they read those hurtful posts? To parents who don’t want their children to enter the teaching profession, I’d like to pose two questions: Who will teach the next generation? Who will teach our grandchildren? Teacher bashing has to stop.

Teachers didn’t cause this year. But this year may cause many to leave the classroom, and I don’t hold it against a single one of them who pulled that resignation letter out of the glovebox. Too much is too much, But this year’s “too much” has often been a series of tiny nicks and cuts, a slow bleed that did not have to happen.

We can do better. We can do more supportive and more understanding. We can do kinder.

A quote for spring, 2021:  “Always remember you are braver than you believe, stronger than you seem, smarter than you think and twice as beautiful as you’ve ever imagined.” – Dr. Seuss

Thanks to all my readers, Jocelyn Turner

Let’s acknowledge that “tests are often designed with racial, cultural, and socio-economic bias built in.” (How to Address Racial Bias in Standardized Testing | NGLC (nextgenlearning.org, Still Mostly White and Female: New Federal Data on the Teaching Profession (edweek.org) Naturally enough, white teachers may not flag problematic test questions. The cultural references in those tests are THEIR cultural references, resulting in questions make perfect sense to people living inside the bubble of whiteness.

But another, insidious and damaging institutional aspect of testing needs to be called out as racist. I hope I can lay this out clearly. I retired from a district that put the “wrong” in “wrong side of the achievement gap.” Our standardized test scores were so disastrous that the department of education for the state of Illinois fired our board and effectively took over the district. As I write this, I am reminded of a favorite quotation:

What are the demographics for my district? According to the Illinois Interactive Report Card site, which I highly recommend, my middle school is currently 61% Hispanic, 30% black, 5% two or more races, and 4% white. The school is 99% low income. Chronic absenteeism runs high. This is defined as “students who miss 10% percent or more of school days per year either with or without a valid excuse.” In 2018, that rate was 29%, and it rose to 38% in 2019. Chronic absenteeism fell to 18% in 2020, but I’m sure that number’s impacted by COVID.

I could throw in many more numbers but I would say those numbers for chronic absenteeism, in and of themselves, explain a great deal of the school’s poor scoring history on annual state standardized achievement tests. I don’t want to immerse readers in the many fascinating numbers that our poorest schools are posting. I want to share a big picture that I saw in my classroom.

Students of color fill the hallways of my school. Like almost all the other students in Illinois, they take the annual spring state achievement test. Schools across Illinois are all taking the same test. Different versions of this story happen in all fifty states. When we focus on the content of that test and the implicit bias in some of its questions, though, we miss the reason why I want parents to opt out this year. We miss the reason why testing as it currently executed should be SHUT DOWN.

Who are the children taking the most psychological damage from these tests? I’ll give readers one guess, and the answer is so not “the white kids.” Oh, individual white kids are undoubtedly getting hammered all over the country. But we have decades of evidence showing that children of color form a disproportionate number of those performing poorly on these tests.

These are the kids whose self-images are being defined by persistently low scores. These are the kids who end up disproportionately — and it’s all in the proportions — feeling like crap when the test results come back. Somehow, it seems as if our government and education leaders believe that children are oblivious to their own test results, despite the emphasis schools are now placing on those results.

(That emphasis was captured beautifully in a quote from a seventh-grade boy in my math class on a spring day when the tests had just ended: I pulled out the day’s work and he said, “More math? Why do we have to do more math? The tests are over.”)

As I click my way across the internet, I find articles with titles like “How to Address Racial Bias in Standardized Testing.” Here’s what I would like to make crystal clear today: YOU CAN’T DO IT. YOU CAN’T FIX THE BIAS. Even if you took some or almost all of those white-centric cultural biases out of the tests, the tests themselves — ANY STATE STANDARDIZED TEST — creates a bias in standardized testing that transcends the content of the test. Here’s one graph that explains what I just wrote:

Here’s another:

I invite readers to try various searches on test results by race. The search itself is interesting if you are mathematically inclined. What turns up is remarkably consistent. The Asian line is on top, followed by the white line, followed by the Hispanic line. Other subgroups end up criss-crossing the Hispanic line. The black line comes in at the bottom. That’s the results that our tests produce. You can find a few exceptions with Asian bilingual students on top in math but trailing whites in English, for example. But I remember where I first learned about this, at a professional development put together by a woman of mixed-race who was working to figure out how we might address the problems posed by these lines.

“The graphs always look like this,” she lamented.

Let’s ignore the cultural biases in the tests that might produce these results for the moment. Let’s just look at one fact: Kids are seeing these scores. In some cases, they are even having their noses rubbed in their scores by well-meaning administrators and teachers who hope to motivate them to do better.

Kids are forming their self-images based on these scores. I guarantee it. My last principal demanded teachers go over MAP benchmark test scores with all our students, showing them their score against the national average. The idea was to push them to try harder in school.

I’m at one of those moments where I put my hands in my lap and wonder if there is any point in going on. Sometimes I end up feeling trapped in a treacle of good-intentioned twaddle. It’s no coincidence I retired that year. Did those scores motivate my students? Maybe in a few higher-functioning cases. But my bilingual students were fairly far behind the English-language-learning pack. That’s why they had been placed in self-contained bilingual classes.

Mostly those scores sucked the life out of my students. Mostly those scores made them feel stupid. Even students who might have been labeled as gifted if they had spoken English before they arrived in this country at 14 years of age felt demoralized. Maybe those gifted students felt especially demoralized. They could see the chasm between their scores and the scores they were supposed to reach. They could immediately understand how far behind they were when compared to that so-called “average” child.

The same hopelessness was being experience by certain children in the special education classroom on the other side of the hallway. Lower-scoring children all across this country are hurting. Before we keep testing the bejeezus out of all our students — I think our leaders need to ask themselves: Who are the children who are performing poorly on these tests and how does this performance affect their view of themselves.

“I’m just dumb, Ms. Turner,” students have told me when asked why a quiz or some other activity did not go well. I don’t know how many times I’ve heard that. I didn’t tell them that. I hope no one ever told them that. No, my students drew that conclusion for themselves, and I strongly believe that those annual test scores are a big factor in convincing many children that they are “dumb.”

It’s not a surprising conclusion to draw if your state test scores put you in the bottom quartile of all state test results. BUT THAT BOTTOM QUARTILE CONTAINS 25% OF AMERICA’S CHILDREN — millions and millions of our children. We have elevated the importance of standardized test scores into the stratosphere over the last few decades. Do we think the kids were not paying attention as we added those assemblies about the importance of taking the test seriously? Do we think kids are not always trying to figure out where they stand in respect to their peers?

Eduhonesty: Oh, please, please, please. I feel betrayed by the Biden administration right now. I understand the desire to measure to get data. But do you want to know why rates of anxiety and ADHD have shot up in schools across the nation, reader? I feel certain at least part of that change stems directly from the pressure adults are putting on children to do well on these tests.

Children are not oblivious to today’s testing mania. Children try hard to please, at least initially. We are cracking eggs to make our test score omelette, and those eggs are children.

Make no mistake, the graphs above lay out a particularly pernicious truth that is part of what I have written here: Current testing has become a disaster for many kids ESPECIALLY KIDS OF COLOR. You just have to look at the above graphs to realize that proportionally more harm — sometimes much more harm — is falling on kids of color. The kids toward the bottom of our score graphs are taking more and harder hits over time.

You want to see racism in action? Standardized tests are a perfect place to look — and not merely because of the content of questions. Those tests are shaping the personal image and worldview of our students. Visualize those tests as a running race. When nine out of ten kids come in ahead of you at the finish line, even though you tried your hardest, how do you feel? If this happens year after year, will you keep racing? Honestly, what will happen to the kids who always straggle in late or last?

One more thought: I wonder if we would so casually ignore the pain we are causing to children and young adults across the country if those children were mostly all white? I don’t think so. RACISM is about the only explanation I can find for that lack of concern for the psyches of the children in this testing experiment. That racism may not be overt or intentional, but nonetheless I believe it’s there.

If we want to fix the achievement gap, we have to shut down toxic testing. That gap cannot be fixed unless kids believe in themselves, unless kids can see themselves winning that running race. State standardized tests work directly against that self-confidence.

At the moment, we are producing a generation of kids who are more likely to say, “I just can’t run, Ms. Turner,” instead of “I will try harder next time.”

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Phone number for the US Department of Education: 1 (800) 872-5327

On Twitter? Secretary Miguel Cardona@SecCardona

Thanks to all my readers, Jocelyn Turner

Here are the numbers from a previous post that made me silently curse as I pasted them into what I had written:

Percent of workers with the ability to work from home by income percentile

Repeat: Only about 1 in 5 workers in the bottom half of U.S. wage earners can be expected to be able to work at home.

What does that mean if you are a teacher? It means the mom or dad who could sit your 4th grade student down at the computer, help that kid get started and provide support throughout the day — that mom or dad is most likely to be lumped into the top quarter of income earners in the U.S. Those lower wage earners can’t sit home all day helping their kids. They can’t afford expensive sitters either.

This is one MAJOR REASON why sustained online and hybrid learning can be expected to widen the achievement gap.

Yet in many places, teachers are still being evaluated on student performance. If the Biden Administration continues on its current course, standardized test performance will be part of some evaluation packages. Is that fair? Does that even make sense?

Eduhonesty: These standardized tests are hammering kids’ psyches hard. I’ll write more about that in the near future. For now, let’s look at the tests’ impact on teachers.

Are you a teacher, reader? If so, far and away your best strategic move employment-wise may be to take a position in a district where parents are positioned at the top of the income distribution — because poverty has the potential to be a tremendous loser for you come evaluation time. Wealthy districts overall post higher — often much higher — test scores. In 2020 and 2021, the ability to hire the right sitter or work at home has often been crucial to learning. Parental support always mattered, but never as much as now. If kids are not logging on or staying at the computer, they are not learning.

I absolutely don’t want to imply that parents at the bottom of the income charts are not supportive. But parents who must be at work to pay the rent cannot also be sitting beside their children during online math. Clones and robots who could fill in for parents are still a few decades away, and the wealthy will own them first regardless. I know heroic sacrifices are being made right now, too, by families who are managing to have that one parent at home while cancelling services and cutting back or eliminating every discretionary purchase possible. Women especially are torpedoing their careers to be at home.

But evaluation systems now often effectively hold teachers responsible for the resources and socioeconomic conditions of their students. Why do so many teachers dread those upcoming state standardized tests? Those tests have been used as weapons against teachers for years. Low test scores can and have resulted in lower evaluations and even loss of merit pay. In some cases, teachers have been terminated for those scores. In Rhode Island, a whole district was terminated for those scores.

In February of 2010, School Superintendent Frances Gallo and the school committee in Central Falls, Rhode Island’s smallest and poorest city, voted to fire every educator at Central Falls High School at the end of the school year. The committee did this because they were failing under NCLB, with only around half of the school’s students graduating, and only 7 percent of 11th-graders proficient in math in 2009. At a committee meeting, 93 names were called out aloud for firing — 74 classroom teachers and reading specialists, guidance counselors, physical education teachers, the school psychologist, as well as the principal and all three assistant principals, according to the Providence Journal.

I understand some of the teachers at the city’s only high school cried, but the Superintendent and committee held their ground. Then-President Obama and Secretary of Education Arne Duncan applauded the move. Arne Duncan said that this move was an example of “doing the right thing for kids.”

The word “scapegoating” comes to mind and I remain aghast at this piece of ugly politicking. I remember thinking; if we are going to sacrifice teachers en masse, without regard for their actual job performance, why fire only the high school? These students undoubtedly entered high school years behind targets. Their high school math scores make that clear. Why not fire the whole damn elementary and middle school staff? Why not fire them all?

This grand gesture sickened me. I am sure Central Falls had some substandard teachers. There’s no district of any size that doesn’t have a few turkeys. But I am also sure there were some stellar teachers in that group, teachers who regularly worked 70 plus hours a week as many of our best teachers do regularly. Especially in our most challenged school districts, hopelessly optimistic do-gooders sometimes dedicate almost all of their waking hours to helping their students.

Arne Duncan actually called those Central Falls school officials courageous. They sound vindictive and foolish to me. In the end those teachers were rehired, although I’m sure a few had moved on and were replaced by inexperienced teachers. What was the result of that grandstanding? Not a lot. Currently on Schooldigger.com, the school is 55th out of 59 high schools. See https://www.schooldigger.com/go/RI/schools/0012000026/school.aspx for more straight lines across sad graphs that indicate no significant improvement.

The point I’d like to make here is this: At the end of the day, it’s almost never the teachers. It never was the teachers. We are blaming teachers for a host of results, many of which are not in their control. More and more, I talk to teachers and they tell me they think they can’t win. No matter what or how much they do, they expect to be criticized for not doing enough. The scary part is that when I look at events like that Rhode Island purge, I think they may be right.

Looking for improvement over the course of a year is perfectly rational. Teachers should be able to demonstrate their students are gaining at least a year’s knowledge overall in the course of a year, with the understanding that slow learners, bilingual students and others may not be able to hit that target for perfectly valid reasons. But I’m betting those high school teachers found themselves in a situation similar to the one I found myself in the year before I threw up my hands and retired.

Teachers cannot magically transport students up across multiple years of unknown content with a wave of a magic wand. If we could teach 4 or more years of the mathematical curriculum in one year, despite the absurd amounts of time lost to testing, we would not be in this mess. That kid who entered tenth grade doing math at a fourth grade level cannot be expected to catch up to the curriculum underpinning that standardized test — not without massive amounts of tutoring — tutoring poor districts cannot afford even if the extra time, staff and busses required could somehow be found. The very idea that classrooms should be expected to make this leap represents a triumph of faith over science and reason.

When our students have fallen far behind for reasons partially or entirely outside a teacher’s control, such as frequent moves, lack of family support, lack of English-language skills, dyslexia or other impediments to reading, homelessness, frequent hospitalizations, various special education indicators, such as severe ADHD, and a host of other factors that undercut our children’s educations — what happens to teachers when we blame the teachers for those children’s poor standardized test performances?

Because that was exactly what happened in Rhode Island. What was wrong with those teachers in Central Falls, Rhode Island? I’d like to suggest that in many cases nothing was wrong, other than the fact that they had been foolish enough to try to teach in a disadvantaged school district in a time of witch hunts.

In the sixteenth century, we identified witches using signs such as cat ownership, the ability to float in water, big moles or birthmarks, or moldy butter or milk in the house. In the twenty-first century, we identify “substandard teachers” by looking at their students’ test scores. Using those test scores for that purpose is probably every bit as scientifically valid as burning women who own cats.

It’s tantamount to tying a teacher’s hands to her feet and throwing her in the water to see if she will float. And, oh damn, are a lot of teachers drowning! The drowned are taking real estate courses, working social media to find an alternate career, or just attending therapy sessions while they try to find a medication to staunch their anxiety. Their luckier counterparts are enjoying early retirement while doing watercolors and baking bread.

Reader, ask yourself: How do you think those fired teachers in Central Falls slept after the mass firing? Officials read those teachers’ names aloud to a crowd in a mass firing presumably intended to shame them all. Imagine being one of the teachers in that national story. Suddenly, after giving decades of your life to children, bureaucrats pull your job — maybe the only job you know how to do — right out from under you, pointing fingers of blame directly at you despite the fact that you have been fighting your hardest against forces as strong as poverty, hunger and homelessness.

Teachers were left to wonder how they would pay their mortgages. What would they do next? How do you think those teachers are sleeping now, rehired or not? PTSD anyone? When you dedicate your whole life to helping kids, not the easy kids who live in the land of student lounges with flat-screen TVs and amply endowed college funds, but the kids who are locked in a long, uphill struggle that may have included ten new school districts by fifth grade, what do those standardized test-based teacher evaluations do?

Eduhonesty: Administrators would tell readers they try to take into account student differences in teacher evaluations. We may be living the Mad Hatter’s Tea Party out here, yet we still have many competent principals and superintendents. The best administrators are informed by data, but not driven to hasty conclusions based on numbers that don’t mean what they are supposed to mean.

But those state test score numbers were used to justify the firings in Central Falls. They have been used to hammer many teachers, schools and districts, both formally and informally over the last decade. Certain educational and government leaders have become enamored of data-driven instruction, and I support data-driven instruction: HOWEVER, DATA-DRIVEN DECISIONS ONLY SERVE THE GREATER GOOD WHEN PEOPLE GENUINELY UNDERSTAND THE DATA!

Let me throw in a personal example: I have had two new principals tell me directly they needed to pull up their school’s standardized test scores to keep their jobs. Both lasted two years, I believe. One may have made three. I moved on before she was done. One problem with the administrative revolving door is that principals don’t know their teachers. But those new principals do know that they must make sure no one perceives them as “soft” on teachers who are not making those scores go up, I called my last principal “The Gunslinger from Texas.” She took my welfare to heart toward the end of the year but, oh my God, was she scary when she started. She came out blasting in all directions. And it was all about pushing test score numbers up,

By October, I had a resignation letter waiting in the glovebox of my car. I managed to hold on until year’s end for the kids’ sakes and extra retirement benefits, but it was close some days. I was fed up.

As I read this, I am afraid that if government and educational leaders were confronted with what I just wrote, they would come up with a national program to teach statistics to bureaucrats rather than doing the right thing:

P. S. Non-teacher reader, I have one idea I furiously want to get over the plate: When I am teaching seventh grade and I get a student who enters my class reading at a second-grade level and doing math a third-grade level, I should not be held responsible for her annual state test scores. That test has been designed to match a curriculum that has zero to do with what that girl knows and everything to do with a government agenda that completely ignores many decades of research into child development. Even if I advance that girl multiple years academically, those advances may not be visible in the annual standardized test. The material in the test is simply too far above where she is operating. She can’t read the test, dammit. and if that’s a big problem for me, well, it’s a much bigger problem for her. She’s the one telling me, “I’m just dumb,” while I try to motivate her and do damage control.

P. S.S. The worst part of all this is I am sure some people understand using test scores as a measure of teacher quality has long been USELESS and a no-win scenario for teachers in socioeconomically depressed areas. They know. I can only assume they don’t care.

Wishing all my readers a great week! J. S. L. Turner

“On 24 February 1989, part of the right-side fuselage of United Airlines Flight 811 rips off, ejecting nine people from the aircraft and causing explosive decompression. The flight later lands safely at Honolulu without any more loss of life. It was later determined that an electrical short circuit caused the cargo door to open.” (List of Mayday episodes – Wikipedia)

Yes, this is eduhonesty, the education blog. I started with the plot summary from episode 1 of a solid, documentary series called “Mayday” because of my opening thought:

For the last year, across America, teachers have been fixing the plane while flying it. That’s no easy feat and teachers have not received nearly enough credit for their work. Many of those remote learning classes came together fast. Others came together more slowly as districts fought to obtain broadband and hardware for their students. The long nights, new software, changed plans, and parent phone calls have been steady features of daily life for groups of US teachers, many of whom have been exchanging tips and recommendations with their own children’s teachers as everyone tries to keep students and families in the learning game.

Not all those phone calls have been friendly. Our COVID flight’s been bumpy the whole way and some frazzled parents want to take their rough ride out on the teacher. They probably want to take it out on the water meter reader. Or any handy body that they can use to vent their disappointment, confusion and, yes, even rage.

Moms and dads — mostly moms — who had to give up their jobs to manage in-home learning have every reason to be angry. The best of bad options is still a bad option. Luckier counterparts who have been able to work from home retained their income, but their struggle has been real, and often daunting. In the “old” days, those dads and moms had breaks, occasional minutes for no one but themselves. Now they are on an unexpected, wild ride where the only privacy may be in the bathroom.

The years 2020 and 2021 have proven to be the equivalent of that United Airlines flight to Hawaii. Not all our students will walk away from this mess with their educations intact. Already, teachers and other members of the educational community are asking urgently: How will we catch them up? Especially those kids who hardly ever bothered to log in this year may never catch up. The kid who would not do the last year’s instruction may choose not to do the remedial instruction either. What then?

Eduhonesty: I will go back to my efforts to limit standardized testing shortly, but I thought I’d share today’s thoughts.

Sometimes, keeping the plane aloft is all we can manage. It’s not 2019. Those comforting rituals and routines from the past come to us now only as echoes from an easier time. We live in a time of masks, hand sanitizer, and Xs and Os positioned six feet apart in lines across the ground. Friends are endlessly refreshing computers, trying to find vaccinations. It’s so easy to dwell on the negative.

Let’s take a moment to appreciate the positive. The plague landed on our shores and we did not fold. Some areas have done better than other areas in terms of connectivity and getting devices into student hands, but I believe even this fact has an upside: The disparity in tech and tech access has been slowing down students in poor districts for years. As poor schools got devices into students’ hands and put them on that steep learning curve to begin remote learning, we taught tech skills our students needed. I can’t prove this yet, but I’m sure that the technological learning gap between poor and wealthier schools has narrowed considerably. Remote learning has also exposed the fact that a subsection of our students learn better online; those children may benefit as parents explore online options.

The intense concern for children who lost learning during 2020 and 2021 should also result in a much-needed focus on tutoring. America’s poor districts historically have never been able to scrounge up the funds for the extensive tutoring some students required. Year after year, schools have passed on students who were not ready for their next year’s curriculum, with lack of remediation/tutoring forming a big part of this picture.

I vividly remember one year when my district found enough money for summer school but not enough for summer school busses. Students could go if they wanted to go and could somehow get themselves to school. They did not have to attend, no matter how badly they had done during the school year. “My mom has to work in the morning,” was excuse enough to avoid any summer instruction.

With the spotlight on COVID learning loss, I am hoping legislatures will step up to provide the funding required to pay for the staff — and food, air-conditioning and busses — to make extra tutoring happen in disadvantaged communities. The chance to establish a robust plan for student remediation has never been better.

This post is a thank-you to all the teachers who kept this plane flying while sometimes crying into their beer or coffee. No one could have done it without you, especially in this time of almost-no-subs. YOU made it happen. YOU made it work.

Many virtual hugs to all the teachers out there who just kept fixing that plane, and who are fixing that plane still.

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