Who is refusing Common Core tests for 3rd-8th graders?

Who is refusing Common Core tests for 3rd-8th graders?


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Pearson has taken down its website on its TRACX system which monitors everything being said about it and its tests.
It's back up and running but hard to get on. Not sure if this is another Pearson move or not.
 
Insay the answers are e and f. One only needs to look at the topic sentence to see which choices support it. Would I have figured that out when I was a 5th grader? I doubt it. I had to read the question twice to understand what was being asked. The question was poorly worded.



Ding, ding, ding!!! This is The Dis, after all. Of course there are going to be kids that will find the tests easy, but most will not. The overall tone I feel from comments like this is that their schools teach better. I doubt it. I'll bet you dollars to doughnuts your school is not in an area of poverty and that the students come from homes of mostly educated, involved parents who care about their kids' education. That is what makes the difference. If teachers switched schools from an affluent school with a grade level of teachers from a high poverty school, the scores at each school would be the same plus or minus a few points. In other words, the teacher at the more affluent school (who used to teach at the less affluent school) would have higher test scores than the teacher at the less affluent school (who used to teach at the high affluent school) if they switched schools for a year.

My DS who is in high school told me about a part of the exam where they had to listen to very old English and compare/contrast it to a written piece of very old English. So they could not read or reread the listening piece. I listened to the recording (he remembered what it was and found it on Youtube) and then read the written piece he had to compare it to. It was very difficult to understand. I played it for my DD who is home from college on spring break. When she was in high school she got 5's the AP tests, scored in the 99th percentile on the English portion of the ACT, and is in her 2nd semester of honor's English in college. She said she had no idea what the passages were about. I can't reveal what they were, nor the test questions, but I have to say that they were VERY difficult for an average high school student to answer and write an essay about. I doubt many on this board would have a clue.
Sorry to disappoint you, but our district is large and has schools that run the gamut from wealthy to 99% free or reduced lunch. And I certainly did not mean to imply that some schools teach better, there are just some schools that teach differently. For instance, our teachers are constantly presenting challenges like that question. That doesn't make it better, just different philosophies. I am only reporting that the general consensus from our 3-5th graders was that the test was very, very easy.

From what I have observed, the parents are way more worried than the kids.
 
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From what I have observed, the parents are way more worried than the kids.

I think this is very true. I don't think students understand the implications of these tests, I know my students didn't.

I'm not against testing, really I'm not. What I am against is how the tests are used. I don't think these results alone should be 50% of a teacher's evaluation. I don't think these scores should be the deciding factor of whether kids move on to certain grades or graduate.

Take my son for example. He is delayed but will still have to take the tests. His score will still count towards 50% of his teacher's evaluation. He most likely will not score "proficient" but that is not the fault of the teacher. As long as he continues to make steady progress that is all I'm worried about. Now, knowing he won't score proficient and will hurt a teacher's evaluation, why would anyone want to teach him and kids like him?
 
Let me preface what I am about to say with the fact that my daughter is past this testing stage an in her first year of college. But several friends have children that are going through it now. They have concerns about the vocabulary in the tests being above grade level and (I am not sure if this is nationwide or not) how the students do on the tests is being used as a gauge for teachers. I don't know that I agree with this and I would really be thinking about opting out at this point.
 

I think this is very true. I don't think students understand the implications of these tests, I know my students didn't.

I'm not against testing, really I'm not. What I am against is how the tests are used. I don't think these results alone should be 50% of a teacher's evaluation. I don't think these scores should be the deciding factor of whether kids move on to certain grades or graduate.

Take my son for example. He is delayed but will still have to take the tests. His score will still count towards 50% of his teacher's evaluation. He most likely will not score "proficient" but that is not the fault of the teacher. As long as he continues to make steady progress that is all I'm worried about. Now, knowing he won't score proficient and will hurt a teacher's evaluation, why would anyone want to teach him and kids like him?
But that is your school district, not the test. Our district and most in the state have chosen to not use the testing for teacher evaluations. The school boards still have the power to hire and fire teachers. Perhaps that is why we have a different perceptions, as for us, the tests mean nothing.
 
But that is your school district, not the test. Our district and most in the state have chosen to not use the testing for teacher evaluations. The school boards still have the power to hire and fire teachers. Perhaps that is why we have a different perceptions, as for us, the tests mean nothing.

Unfortunately, it isn't my district, but a state requirement. In a quick google search I found that Washington DC once required test scores to be 50% of the eval. A poster up thread mentioneda their state had the same system. An article stated that Washington State just passed a bill through the Senate using test scores as an evaluation method.

And that is why I say that I don't think the tests or the standards are inherently bad, I just think the things tied to them are.

In my opinion, you're right, they mean nothing, but if that is the case why spend billions of dollars on them?
 
This is a huge deal. So kids can't talk about the tests? Pearson wanted the boy disciplined.

According to the Superintendent, it was the NJDOE who requested the discipline, not Pearson.

The school refused. The tweet did not reveal content, and it wasn't a photo.

While the Superintendent confirmed that it wasn't a photo, she did not say whether content of the question was revealed or not.

What else could he have written that would require such secrecy? With the billions this company is making, you think they could use new questions for each time the test is administered instead of stalking students on social media and expecting silence.

Unless you read a different article than I did, you posted some incorrect information. My comments are in red.
 
Unless you read a different article than I did, you posted some incorrect information. My comments are in red.
Correct-it was the DOE not Pearson who wanted the student disciplined. What was posted on Twitter is still up for debate.
 
Unless you read a different article than I did, you posted some incorrect information. My comments are in red.


But Pearson makes it clear that they expect sanctions against students. Here's Pearson's warning to students on their web site:

We have an obligation to investigate any case where there is the suggestion that you’ve acted improperly. If you are found to have broken the rules, you could face one of the following penalties:

  • a warning
  • the loss of marks for a section, component or unit
  • disqualification from a unit, all units or qualifications
  • a ban from sitting exams for a set period of time.
We understand that sometimes you are going to talk about us and our assessments with your friends. During stressful periods, some comments may not be very flattering. However, we’d like to ask you to act responsibly when discussing us or your exams and coursework online.

http://missourieducationwatchdog.co...alpractice-if-they-dont-follow-pearson-rules/
 
I think this is very true. I don't think students understand the implications of these tests, I know my students didn't.

I'm not against testing, really I'm not. What I am against is how the tests are used. I don't think these results alone should be 50% of a teacher's evaluation. I don't think these scores should be the deciding factor of whether kids move on to certain grades or graduate.

Take my son for example. He is delayed but will still have to take the tests. His score will still count towards 50% of his teacher's evaluation. He most likely will not score "proficient" but that is not the fault of the teacher. As long as he continues to make steady progress that is all I'm worried about. Now, knowing he won't score proficient and will hurt a teacher's evaluation, why would anyone want to teach him and kids like him?


I agree this is a huge concern. I also think there will be incredible anxiety for many kids who are functioning below grade level. So you are in 6th grade, but reading at a 3rd grade level, but will be tested at the 6th grade level with reading levels that can arch up well above that. And, because of any delays, the student may have never been taught the material they are tested on. This is madness. And their idea of accommodation is to give a child twice as long to take it -- thereby losing even more valuable class time where a child could actually be learning something.
 
After much consideration, I have refused testing for my 4 younger kids. My oldest, in 11th grade, doesn't have any further state-mandated tests to take. He's knee deep in preparing for SAT, ACT, 2 AP tests, and SAT subject tests. My 10th grader will take MCAS- a requirement for graduation in MA.

I encourage any parent who has children that will be taking PARCC to go online and look at the practice tests. They are very confusing and not at all developmentally appropriate for the younger grades. There are confusing instructions, for example- the 4th grade math test had a graph to be used in one problem. The graph was in a scroll window, but the entire graph was not visible. There is NO cue for the students to scroll down to view the graph in its entirety. There should be a highlight arrow with instructions for the children to scroll to view the graph. This is new technology that many children are not familiar with. Another poorly done problem was one that sent children on a hunt for an error in a problem. The only problem is there in NO computation error. The error is that the child should have not factored in a remainder to solve the problem (other problems have the kids factoring the remainder to solve, though). I wouldn't have any issue with this if it was actually taught, but my girls have not learned it yet at school and they are following the Common Core curriculum.

Thankfully, there are a good number of parents refusing this testing of the test on their children and our school district has made accommodations (will not force the kids to refuse, will allow them to do independent reading).
 
A great letter from NY principal Carol Burris, who was once a Common Core supporter, to a fellow principal in Florida who remains a Common Core proponent:

http://www.washingtonpost.com/blogs...on-core-testing-hurts-disadvantaged-students/

However, to help all children succeed we need reasonable standards in the primary grades, differentiated instruction to serve the needs of all learners, and instructional support to narrow learning gaps over time. When we begin to sort students as “on the path” to college readiness or not with unreasonable tests, we cause irreparable harm. Your state retains third graders based on standardized tests—whatever will you do now that the Common Core is in place?

I can tell you that students of color, economically disadvantaged students, and special education students disproportionately “failed” our Common Core tests, both in 2013 and in 2014. New York’s achievement gap increased. If we were to retain all third graders who scored a “1” on our Common Core tests (1 signifies below basic and 3 is proficient), New York would retain about 45 percent of black or Latino students, 75 percent of students with disabilities, and 75 percent of English language learners. Is your state prepared to do that? Given that the preponderance of research says that retention is not effective in the long-term, and is associated with increased dropout rates, would this be fair to Florida students?
 
After much consideration, I have refused testing for my 4 younger kids. My oldest, in 11th grade, doesn't have any further state-mandated tests to take. He's knee deep in preparing for SAT, ACT, 2 AP tests, and SAT subject tests. My 10th grader will take MCAS- a requirement for graduation in MA.

I encourage any parent who has children that will be taking PARCC to go online and look at the practice tests. They are very confusing and not at all developmentally appropriate for the younger grades. There are confusing instructions, for example- the 4th grade math test had a graph to be used in one problem. The graph was in a scroll window, but the entire graph was not visible. There is NO cue for the students to scroll down to view the graph in its entirety. There should be a highlight arrow with instructions for the children to scroll to view the graph. This is new technology that many children are not familiar with. Another poorly done problem was one that sent children on a hunt for an error in a problem. The only problem is there in NO computation error. The error is that the child should have not factored in a remainder to solve the problem (other problems have the kids factoring the remainder to solve, though). I wouldn't have any issue with this if it was actually taught, but my girls have not learned it yet at school and they are following the Common Core curriculum.

Thankfully, there are a good number of parents refusing this testing of the test on their children and our school district has made accommodations (will not force the kids to refuse, will allow them to do independent reading).

I think this is key. Everyone should put in time and research if this test is right for their kids and if the district is preparing them to use the tools on the computer associated with it. I did and found that my dd had no problems at all with the 4th grade test she would have to take, but my 2nd grader also was able to do the 3rd grade test. Our district also did teach the kids how to use the graph and what they would have to do. I posted earlier they played a game to practice how to use each one properly. Our district has done remainders already(actually months ago), but I don't think the kids should know every single question. I don't know anyone who has decided to opt out in our district and I also have asked many of my mom friends what they/their kids think and they all feel the same that it is not different than our past testing and some stating their kids felt it was easier. What may be developmentally appropriate and confusing for one district is not for another. I think the point of the test(and I'm not talking about being tied to teacher evaluation or graduation b/c I think that is wrong, but a state decision and nothing to do with the test) is to eventually get the nation on par with most of the test, because the point is that there are going to be questions to hard for most to answer. I get that poorer areas are going to have difficulty with the bar being moved up, but should our answer for those areas just to be to make it so easy and not challenge them? That is not a solution.
 
I think this is key. Everyone should put in time and research if this test is right for their kids and if the district is preparing them to use the tools on the computer associated with it. I did and found that my dd had no problems at all with the 4th grade test she would have to take, but my 2nd grader also was able to do the 3rd grade test. Our district also did teach the kids how to use the graph and what they would have to do. I posted earlier they played a game to practice how to use each one properly. Our district has done remainders already(actually months ago), but I don't think the kids should know every single question. I don't know anyone who has decided to opt out in our district and I also have asked many of my mom friends what they/their kids think and they all feel the same that it is not different than our past testing and some stating their kids felt it was easier. What may be developmentally appropriate and confusing for one district is not for another. I think the point of the test(and I'm not talking about being tied to teacher evaluation or graduation b/c I think that is wrong, but a state decision and nothing to do with the test) is to eventually get the nation on par with most of the test, because the point is that there are going to be questions to hard for most to answer. I get that poorer areas are going to have difficulty with the bar being moved up, but should our answer for those areas just to be to make it so easy and not challenge them? That is not a solution.

Our state, Massachusetts, has ranked very highly in education compared to other states in the nation. Our school district is one of the best in our state and all of our schools- high school, middle schools, and all of our elementary schools are among the best in the state. We are not poorly functioning school district. It says a lot that even kids in top-notch schools, best in the state and best in the nation- have a tough time with this test. That's not even to mention that when my middle school children were doing practice tests, before we had them stop that nonsense, only 6 out of a class of 25 students were able to log in and perform the test practice. The teacher's solution? Group them together!

As a state that ranks high in education, I fear that Common Core will dilute the educational standards that MA has establish. I don't want the bar lowered for MA students, and I fear that's what is happening.
 
Our state, Massachusetts, has ranked very highly in education compared to other states in the nation. Our school district is one of the best in our state and all of our schools- high school, middle schools, and all of our elementary schools are among the best in the state. We are not poorly functioning school district. It says a lot that even kids in top-notch schools, best in the state and best in the nation- have a tough time with this test. That's not even to mention that when my middle school children were doing practice tests, before we had them stop that nonsense, only 6 out of a class of 25 students were able to log in and perform the test practice. The teacher's solution? Group them together!

As a state that ranks high in education, I fear that Common Core will dilute the educational standards that MA has establish. I don't want the bar lowered for MA students, and I fear that's what is happening.

Honestly, this is why I think Common standards are important. All schools and areas are doing things at a different time. My point is for some kids these tests are not difficult, doesn't mean that they are perfect and don't need tweaking, but also not inappropriate for all. I don't think they are lowering the bar as much as it is just making sure the bar is starting at the same place. I'm not trying to be mean but it is possible that some states their standards(and not saying yours specifically) that their top was another states average and that is the reason for the standards. For some top performing districts the standards are just the beginning and not the ceiling and that is really what should continue to happen for districts who have been performing well, but it also means low performing districts have a goal for the minimum standard those children should be leaving a grade with.

As far as the kids not understanding how to take the test, it says that your school hasn't integrated technology enough into your district and the students don't have a solid enough foundation to properly take the online version and that your district probably should have done the paper test. Obviously a teachers mistake about grouping the kids together isn't the fault of the test. The tools needed to successfully complete the test are not difficult to use if the children have been given a chance to get familiar with them and have a solid background with using technology. It really isn't accurate to say these tests are appropriate nor inappropriate and like I said each parent should evaluate what their child is capable off. Hopefully this test will be tweaked and schools that lack the resources will be given other options until they student are capable of completing the test online. Hopefully they will also remove the advancement/retention policy as well as the 50% teacher evaluation tie in with the tests. It just causes more problems.
 
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This is a huge deal. So kids can't talk about the tests? Pearson wanted the boy disciplined. The school refused. The tweet did not reveal content, and it wasn't a photo. What else could he have written that would require such secrecy? With the billions this company is making, you think they could use new questions for each time the test is administered instead of stalking students on social media and expecting silence.
....exactly. Since when don't kids share their feelings/ answers/ etc. about ANY test and perhaps a particular question? It's not to 'cheat' but rather to solidify that they felt they were on the right track answering that particular question.
 
But Pearson makes it clear that they expect sanctions against students. Here's Pearson's warning to students on their web site:

The quote is not from Pearson's US operations, and the only "sanctions" it lists are directly related to the test itself.

Do you have a similar quote from Pearson's US site? I find it interesting, too, that you didn't include the entire section. Here's the link to the actual page for anyone who is interested: http://qualifications.pearson.com/e.../students/contact-us/using-social-media-.html

The College Board, who administers the SATs, has a similar policy. http://www.collegeboard.com/html/sat_terms_conditions.html

Frankly, I would expect any testing company to protect the integrity of the exam. If a student discloses information about test questions on social media that can be read by anyone, and they have identifying information in their post, then (a) it's not spying and (b) the student acted very foolishly and deserves to not be permitted to continue taking the test and to have their scores canceled.

Look, I get that you're passionate in disagreeing with this testing. In fact, I agree that there is much wrong with it. However, taking things out of context, quoting items not meant for the testing done here, and such does not help the case against PARCC and similar tests. It just lumps people who use real facts and who have fact-based opinions in with the crazy conspiracy theorists and fear mongers.
 
....exactly. Since when don't kids share their feelings/ answers/ etc. about ANY test and perhaps a particular question? It's not to 'cheat' but rather to solidify that they felt they were on the right track answering that particular question.

And, if they're doing that with other kids who already took the test, then that's not cheating. Putting test question information on social media risks the integrity of the test. Do people really not understand this?
 
The quote is not from Pearson's US operations, and the only "sanctions" it lists are directly related to the test itself.

Do you have a similar quote from Pearson's US site? I find it interesting, too, that you didn't include the entire section. Here's the link to the actual page for anyone who is interested: http://qualifications.pearson.com/e.../students/contact-us/using-social-media-.html

The College Board, who administers the SATs, has a similar policy. http://www.collegeboard.com/html/sat_terms_conditions.html

Frankly, I would expect any testing company to protect the integrity of the exam. If a student discloses information about test questions on social media that can be read by anyone, and they have identifying information in their post, then (a) it's not spying and (b) the student acted very foolishly and deserves to not be permitted to continue taking the test and to have their scores canceled.

Look, I get that you're passionate in disagreeing with this testing. In fact, I agree that there is much wrong with it. However, taking things out of context, quoting items not meant for the testing done here, and such does not help the case against PARCC and similar tests. It just lumps people who use real facts and who have fact-based opinions in with the crazy conspiracy theorists and fear mongers.

I didn't take anything out of context. And I always provide links. You can disagree with my conclusions -- but I am entitled to my opinion. Also, the link you have given provides the same sanctions against students.
 


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