Toya Fick, the Executive Director of Stand for Children in Oregon, added her two cents to the frenzied talk among opponents of the right to opt-out of high stakes testing. In a recent Op-Ed in The Oregonian, Fick wrote: “Standardized tests are an accountability measure put in place to protect disadvantaged children.” If the Governor signs the opt out bill (HB 2655) into law (which Gov. Brown eventually did), Fick worried “our state takes a giant step backward to a time when we did not measure how students of color, poor students or special education students perform in comparison to other peer groups. Ironically, the majority of those currently refusing these tests come from wealthy, predominantly white neighborhoods, and not from the communities that stand to lose the most.”
For the troubling ethical problems with Stand for Children, read our blog post: “Stand for Children is a corporate front group and should stop telling the public how to run public schools“.
Fick’s reference to middle-class whites as the drivers for the opt-out bill brings to mind U.S. Secretary of Education Arne Duncan’s comments when he sneered that the opposition to Common Core comes from “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.”
Here is the thing. Opting-out of high stakes testing is a protest movement. The Oregon Department of Education refuses to look critically and carefully at the negative impacts of high-stakes testing. Hence, people are protesting in about the only avenue left open to them. Many protests have a large number of white middle-class types. Look at the Vietnam War, the Iraq War, the environmental movement, the abortion issue, gay rights, and on and on. To deride the protests based on the background of people protesting misses the point that it is much harder for some groups of people to spend the time, energy, and money to protest than for others.
Many people of color are adamant about opposing high-stakes testing and their negative effects. Go on YouTube and listen to two of the finest African American educators in the country talk about this issue – Brian Jones and Jesse Hagopian.
Jesse Hagopian on Book TV: More Than a Test Score
Brian Jones on the cost of testing and who benefits
And by the way, Stand for Children’s claim that “Standardized tests are an accountability measure put in place to protect disadvantaged children” is false. High-stakes tests don’t protect anyone. They don’t make schools better. More instruction time gets lost to preparing for tests. High-stakes tests label schools, kids, and teachers in a negative way, while making it much tougher for “disadvantaged” children to get a good education. And we spend millions to get results that aren’t used to help one school, one kid, or one teacher.
We need to know how our schools and kids are doing, but in a way which helps our schools do better, not in a way which makes it more difficult for kids to learn. High-stakes testing, including the poorly constructed SBAC test, doesn’t do that. The faster corporate front group Stand for Children and Arne Duncan figure this out, the better off we will all be.