could have been

After the tests, a sigh of relief and debate over boycotting them

Posters created by P.S. 261 students suggest what they might have learned if they hadn't spent recent weeks on test prep.

Teachers and administrators who attended a panel discussion about this year’s state tests at a Brooklyn elementary school last week all agreed that the exams induced stress, boredom, and even violence among city students.

But they were divided about whether a boycott of the tests could change the situation.

The panel was sponsored by P.S. 261 Unite, a coalition of activist parents and teachers at the Boerum Hill elementary school. This morning, the group organized a rally at the school to highlight what students “could have been” learning had they not spent weeks preparing for and then taking state reading and math exams.

Students and teachers said they could have been working on projects about animals and Africa, doing creative writing, or taking field trips — but instead, they learned how to search reading passages for correct answers and fill in bubble sheets. One student, a fifth-grader named Leah, wrote, “I have been learning nothing,” before affixing her poster to a wall showcasing dozens of student and teacher contributions. (A video of students reading from the posters is below.)

“When testing comes around you have to put real learning aside,” Principal Zipporiah Mills said at last week’s panel. “The test even overshadows good teachers and a great curriculum.”

The solution, according to a parent on the panel who kept her third-grade son out of this year’s tests, is to steer clear of the exams entirely. Diana Zavala, who is active in the Change the Stakes group, said she hadn’t encouraged other parents at her school to skip the tests out of respect for her principal, but that a large-scale boycott could effectively pressure the city and state legislators to curb the growing emphasis on test scores, which are used to judge students, schools, principals, and, soon, teachers.

Mills said that course of action sounded smart to her. “I don’t know what the consequences would be,” she said. “If no one takes the test, there’s no grade,” she added, referring to the accountability scores that the city and state hand out based on test scores.

Parents in the audience asked for advice about how to boycott and reassurance that their schools would not be punished. But as moderator Peg Tyre, a journalist who has written about testing, tried to wrap up the event, another audience member jumped to her feet. Sharon Fiden, principal of Kensington’s P.S. 230, said she wanted to offer a dose of reality.

“There is a significant impact,” she said, because federal accountability rules require that 95 percent of students take the tests and schools that fall short can be penalized, including by being designated a School In Need of Improvement. “We are checked … and if you become SINI it’s even less time learning and more time preparing for tests,” Fiden added.

“It can’t be for the faint of heart. It has to be all or none,” Mills said in response, adding that if only 20 percent of families opt out, “it defeats the purpose.”

A small but spirited group of boycotters emerged this year as criticism mounted about both the quality of the state’s tests and the importance placed on them. Both Mills and Fiden said after that panel that no families had opted out of the tests at their schools.

Panel members offered other options for parents concerned about the role of standardized testing. Zavala called on parents to demand to see the content of the exams, which the state and test-makers keep confidential. And Sam Coleman, a third-grade teacher in a different Brooklyn elementary school who is active in the Grassroots Education Movement, encouraged attendees to use the tests to pressure the city for changes in the way it manages schools.

Teachers in the audience said they had seen typically well mannered students dissolve into misbehavior and sadness during the testing period. “We’ve never had discipline problems to this level,” said Dana Levy, a fifth-grade teacher at P.S. 261.

“No matter what positive reinforcement I have given, I have children who break down,” said Katharine Pacilio, a special education teacher at Isaac Newtown Middle School in Manhattan. She said one student said he would rather attend school, which he enjoys, for a month in the summer than undergo more testing days.

With the tests over, Pacilio said, she will bring back project-based learning into her classroom. Students will spend the spring preparing speeches for a recreated Athenian Assembly and using math, finance, and art skills to design the dream home of a “celebrity.”

Interdisciplinary projects that encourage creative thinking are the typical fare at P.S. 261, where second-graders each year operate a postal service for the school and students come dressed as their favorite storybook characters on Halloween.

“It’s just harder and harder to do these things,” said Mills after the panel. “I do worry what our test scores will look like because of it.”

In the video below, students read aloud from the “I could have been learning …” posters created at this morning’s P.S. 261 Unite rally.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”