ETS Using Test Results To Justify Its Test-Filled Vision

04 Wednesday Mar 2015

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, Pop Culture, race, Youth

Tags

"America's Skills Challenge: Millennials and the Future", Closing the Achievement Gap, Common Core State Standards, ETS, High-Stakes Testing, Income Inequality, Meritocracy, Millennials, OECD, PARCC, PIAAC, SAT, STEM Fields, Testing

America’s Skills Challenge: Millennials and the Future (cover), February 17, 2015. (ETS).

I actually like the Educational Testing Service (ETS). I’ve done work for them as a consultant and as an AP Reader over the years. I enjoyed most of my testing experiences with them, especially the AP US History Exam of 1986. I like many of the conferences that they host and sponsor, and they beat almost all with the spreads of food that they provide at their events. Yet even with all that, ETS’ agenda is one of promoting the ideal of a meritocratic society with a repressive regime of testing that shows beyond a shadow of a doubt the socioeconomic determinism of standardized assessments. Or, in plain English, tests that favor the life advantages of the middle class and affluent over the poor, Whites and assimilated East Asians over Blacks, Latinos, and only partially assimilated immigrants of color.

Such is the case with a nearly unreported new report from ETS. They had scheduled a press release for the “America’s Skills Challenge: Millennials and the Future” on Tuesday, February 17th at the National Press Club in Washington, DC. The organizers postponed the event, though, because of the phantom snow storm that was really a typical snow shower. So I didn’t get to ask my preliminary questions about the findings of researchers Madeline J. Goodman, Anita M. Sands, and Richard J. Coley, that despite the educational gains of the generation born after 1980, they sorely lack the skills they need for life and work in the twenty-first century. My questions? How could anyone have expected millennials to develop independent thinking, critical thinking, innovative thinking, writing and other analytical skills if they spend precious little time in their education actually doing any of these things? How would the constant barrage of high-stakes tests from kindergarten to twelfth grade have been able to instill in students ways to think outside the box, to look at issues with more than one perspective, to stand in opposition to policies based on evidence, and not just based on their gut or something they picked up from a test?

Mass of students taking high-stakes test, September 4, 2014. (http://newrepublic.com via Shutterstock).

Well, the report is worse than I thought. Goodman, Sands and Coley put together an argument that makes circular reasoning look like a Thomas the Tank Engine episode. The authors produced this first in a series of reports for ETS, relying solely on “data from the Programme for the International Assessment of Adult Competencies (PIAAC).” The PIAAC, developed by the Organisation for Economic Co-operation and Development (OECD), is a survey that assesses the skill levels of a broad spectrum of people between the ages of sixteen and sixty-five, the primary working population in most developed countries (meaning the US and Canada, the EU, the Baltic states, Australia, Japan and South Korea). ETS and the authors claim that this survey instrument is better at assessing how far behind millennials in particular are when compared to “their international peers in literacy, numeracy, and problem solving in technology-rich environments (PS-TRE)” than the international testing of high school students alone. And as such, the authors concluded that

PIAAC results for the United States depict a nation burdened by contradictions. While the U.S. is the wealthiest nation among the OECD countries, it is also among the most economically unequal. A nation that spends more per student on primary through tertiary education than any other OECD nation systematically scores low on domestic and international assessments of skills. A nation ostensibly based on the principles of meritocracy ranks among the highest in terms of the link between social background and skill level. And a nation with some of the most prestigious institutions of higher learning in the world houses a college-educated population that scores among the lowest of the participating OECD nations in literacy and numeracy.

I don’t about anyone who reads my blog, but I find these conclusions smack of so much hypocrisy that they’re stomach-ache-inducing. Really? Years of promoting testing at every level of K-12 education, everything from state and district-level assessments to PARCC and Smarter Balanced Assessments, and it’s only because of growing economic inequality that US students-turned-adults don’t score well in the super-advanced, highly skilled categories? Not to mention, the SAT, AP exams, GREs, LSATs, GMATs, MCATs, Praxis I, Praxis II, and so many other ETS exams that it would cause the average psychometrician’s head to explode? Seriously?

Terrier dog chasing its own tail, March 3, 2015. (http://webmd.com).

This is yet another case of the dog chasing its own tail. A case where the $3-billion-per-year nonprofit just outside Princeton, New Jersey is sounding a clarion call for a crisis that it helped create. Not the one on the rapid rise of inequality, though its promoting of a false meritocracy through constant testing has served to lull affluent America into an intellectual coma. But in the cutting of history and social studies, literature and art, theater and music classes, from kindergarten really all the way through a bachelor’s degree program.

In the promotion of testing as the way to address achievement gaps, to deal with the so-called education crisis, so much of what was good about K-12 and even higher education has fallen away. Reading for the sake of reading and learning has drifted away, with more English and less literature in schools and at many colleges and universities than ever. Want to teach someone how to express themselves in writing, to express their numeracy in proofs? That thinking runs counter to what goes on in the Common Core school systems of 2015, meaning most people will either never develop these skills, or, if lucky, might develop them somewhere between their junior year of college and in finishing a master’s degree or doctorate. We emphasize STEM fields with billions of STEM dollars without realizing that great STEM is much more than equations and formulas. It’s also imagination, applying the ability to break down pictures, ideas, words and sentences contextually to the world of numbers and algorithms.

And don’t give me this whole “the SAT now has an essay section on it” spiel! Fact is, everyone knows that expressing their words on paper, on a screen or in speech is critical in modern societies. After almost seven decades of testing, ETS figured this out, too? What they haven’t figure out yet, though, is how to make standardized high-stakes testing a necessary for the entire working adult population in the US. Believe me, that’s where they want to head next.

Technocrats, Journalists, and Statistical Orgies

25 Sunday Jan 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, High Rise Buildings, Politics, Pop Culture, race, Work, Youth

≈ Leave a comment

Tags

Black-White Wealth Gap, Closing the Achievement Gap, Culture of Poverty, Journalists, Michael A. Fletcher, Misery Statistics, Objectivity, Orgy, Poverty, Prince George's County, Racial Disparities, Racism, Rich-Poor Wealth Gap, Statistical Orgy, Statistics, Technocrats, The Washington Post

Front page of The Washington Post, January 25, 2015. (http://newseum.org).

There are times when I wonder if exposing racial and socioeconomic disparities is really an eye-opening and life-changing exercise. Or, does the exposure merely serve to confirm the racial and socioeconomic stereotypes that Americans hold against each other? In today’s Washington Post, on the front page and above the fold, there’s an article titled “A Shattered Foundation,” with the smaller type “African Americans who bought homes in Prince George’s [County] have watched their wealth vanish.”

Above the title and subtitle are a series of charts and statistics noting the national chasm of a gap in total wealth accumulation between Black families ($95,300) and White families ($678,800). The theme here is that since the housing bust and subsequent Great Recession, the burgeoning Black middle class of PG County has fallen on desperate times, as home equity — their main means for accumulating wealth — for tens of thousands of these families caved in on them.

Michael A. Fletcher’s article is pretty even-handed. But this is kind of tangential to my larger point. In any given three-month period of my life, for nearly as long as the forty years and two months I’ve known how to read in full sentences, I could’ve scanned at least one article or book about the cruelties of structural racism and capitalism. Even if I’d never grown up in poverty or experienced racial discrimination, there have been enough articles, op-eds, books, book chapters, poems, short stories, plays, letters to the editor and scripts written about disparities to cover the US a mile deep in paper. The fact is, no statistics on growing wealth gaps and persistent racial gaps in wealth and education have led to lasting changes in policies, politics or institutional structures substantial enough to end poverty or ameliorate the most vicious forms of racism in this country.

Hand reaches out from big heap of crumpled papers, January 25, 2015. (http://galleryhip.com).

Then again, there are some folks whose business depends on mantras like the “growing wealth gap” or “closing the achievement gap…as the civil rights issue of our time.” Technocrats in corporate education reform, social scientists in the world of conservative and “libertarian” think-tanks, neoliberals and so-called American liberals in search of compromises to strengthen the American middle class. They all turn to these statistics to tell their stories, to sell their experiments and their research, to promote their politics. It’s as if the statistics on racial and socioeconomic gaps in wealth and education provided a high, like crystal meth or a speedball. In some ways, for these groups, a five-story brothel in which they practiced S&M would be more appropriate for their use of misery statistics.

I am hardly suggesting The Washington Post‘s Fletcher or I or any other journalist, academician or writer should cease making their points with statistics about racial and socioeconomic disparities. But America’s poor and poor people of color or falling-through-the-cracks middle class are far more than “statistics on a government chart” (to quote The Police’s “Invisible Sun“). These are real people with families and lives, people who represent generations of lives in which this construct of racial capitalism has limited their choices and their opportunities, whether they believe in fate or not. So-called objectivity has never been sufficient, and neither have been statistics. What we need is a revolution in thought and in action, quiet or otherwise.

“The Negro Problem,” “The Jewish Question,” & “Closing the Achievement Gap”

10 Saturday Aug 2013

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, Pop Culture, race

≈ Leave a comment

Tags

Anti-Union, Booker T. Washington, Closing the Achievement Gap, Corporatized Education Reform, Crisis in Education, Education Reform, Eugenicists, Eugenics Movement, Frederick Hoffman, High-Stakes Testing, Jewish Question, Negro Problem, Parallels, Private Foundations, Teacher Effectiveness, Teachers Unions, Technocrats, W. E. B. Du Bois

Logo of the Second International Congress of Eugenics, 1921, May 9, 2005. (Fastfission via Wikipedia). In public domain.

What do these three disparate phrases have in common? This came up during my recent lunch with my friend Andrew at Lebanese Taverna a little more than a week ago. Among other things, we were lamenting the dominant theme of education reform as union-busting and the supplanting of teachers with high-stakes tests and Teach for America substitutes.

As we discussed Andrew’s second book on the 1990s culture wars and their roots in the 1960s conservative movement, it occurred to me that what both of us have thought of as recent or new really wasn’t. The efforts over the past decade to “close the achievement gap,” an actual problem really, are based in the nineteen and twentieth-century eugenics movement more than it is in a real sincere effort to confront the barriers to high academic achievement for students in poverty and for students of color.

Satirical cartoon of Rudyard Kipling’s The White (?) Man’s Burden (“white” colonial powers being carried as the burden of their “colored” subjects), Life Magazine, March 16, 1899. (Travb via Wikipedia). In public domain.

“How does it feel to be a problem?,” W. E. B. Du Bois asked numerous times and wrote in numerous ways in his The Souls of Black Folk (1903). The Negro problem for White scholars and politicians at the turn of the twentieth century varied from Frederick Hoffman’s 1896 statistical eugenics argument that predicted the “extinction of the Negro” to the much more common struggle of how to educate the Negro (but not educate them too well). Hoffman’s White supremacy argument was a bit outside the mainstream even for his Whites-are-always-right era. The more mainstream problem of Negro education became one of “practical” vocational (or, as it was called at the time, industrial) education as advocated by accommodationist Booker T. Washington versus Du Bois’ higher education and leadership preparation for the Black Talented Tenth.

We’re here again, in the early twenty-first century, with the technocrats in government and White paternalists in the private foundation world sounding the alarm that there’s an achievement gap between the affluent and the poor, as well as between Whites, Blacks and Latinos. Except that this achievement gap’s been around for a half-century. Except that the biggest single factor in raising student achievement rates is family income and occupation(s), not more testing or a theory of change to assess teacher effectiveness. Except that schools in the districts in which the achievement gap is the most obvious — segregated, mostly poor and of color — are underfunded when accounting for inflation and other factors (e.g., age of school buildings, teacher-student ratios).

So too with the “Jewish question” in comparison to this crisis in education. One of the worst kept secrets in the first half of the twentieth century was that the Jewish question wasn’t just a Nazi German one, but an American one as well. The real Jewish question for American educators was how to explain Jewish overrepresentation as high achievers in public education and as the best and brightest in higher education. That despite the work of eugenicists — the technocrats of their day — to tweak IQ tests and entrance tests in favor of affluent White Anglo-Saxon Protestants.

They couldn’t answer their Jewish question in higher education, except to limit the number of Jews accepted in elite institutions like Harvard, Yale and Princeton (in the latter case, to the point of exclusion). But we know how Nazi Germans decided to address their Jewish question — exclusion, discrimination, persecution, and the Final Solution. All to the detriment of advanced science and technology programs, not to mention the German economy. Vast resources went to a deadly and ultimately useless cause, all in the name of racial purity and betterment for “Nordic Aryans.”

“Mind The Gap” warning in London Underground, Victoria Station, November 27, 2011. (Reinhard Dietrich via Wikipedia). Released to public domain.

In a very limited sense, the same is occurring with the education reform movement these days. Educators and politicians all pulling billions of dollars that could otherwise go to free breakfast and lunch programs, psychological services, physical education and arts programs for an eugenics-light agenda. No one from this movement has suggested a final solution as such, but they do believe that teachers unions, bad teachers and not enough STEM programs are the problem. Note that though the goal here is to “close the achievement gap,” the actual things that occur at schools in which most of the high-achieving Whites and Asian Americans (many of whom attend private and parochial schools) aren’t on the table at all.

Ultimately, the problem with the fear-mongering crowd on the “problem,” the “question” and the “gap” is that their perspective is one of the all-knowing, all-seeing White paternalist. One whose ideas about a situation or a group comes out of thin air, in some strange attempt to help said situation or group. In the case of today’s version of education reform, the only end-game is to destroy public education while exacting a profit in the process. Closing the achievement gap? Yeah, if “closing the gap” is defined by closing schools, killing unions and leaving most of America’s poor and of color students with no alternative for a better future.

Curriculum 2.0 – Been There, Done That

21 Monday May 2012

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon New York, Politics, Pop Culture, race, Youth

≈ Leave a comment

Tags

Academic Excellence, Closing the Achievement Gap, Curriculum 2.0, Desegregation, Diane Ravitch, Grimes Center for Creative Education, High-Stakes Testing, Humanities Program, Integrated Curriculum, MCPS, Montgomery County Public Schools, Mount Vernon public schools, Pennington-Grimes ES, Politics of Education, Reinventing the Wheel, White Flight

Nekyia: Persephone supervising Sisyphus pushing his rock in the Underworld. Side A of an Attic black-figure amphora, ca. 530 BCE, from Vulci, February 13, 2007. (Bibi Saint-Pol via Wikipedia). In public domain.

This school year, my son’s school district, Montgomery County Public Schools in Maryland, began implementation of what they call Curriculum 2.0. This new curriculum, formerly known as the Elementary Integrated Curriculum, has been in the works for the better part of a decade. As MCPS explained in a flyer to parents, Curriculum 2.o will be one that will “better engage students and teachers, and dedicate more learning time to subjects such as the arts, information literacy, science, social studies and physical education. By blending these subjects with the core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction across all subjects in the early grades.”

Why is better engagement of teachers and students necessary, and how will an integrated curriculum make this possible? The answer to the first part of this question is much more obvious than the answer to the second part. In light of county-level and state-level testing (in the latter case, the MSA for third, fourth and fifth grades), an engaging and integrated curriculum will enable students to be better prepared for the heavy doses of critical reasoning and reading comprehension that this testing involves, at least theoretically.

What hasn’t made much sense has been the implementation process itself, as Curriculum 2.0 became the curriculum for kindergarten and first graders in this 2011-12 school year, with the option of having it for second graders at some schools (like my son’s school in Silver Spring). Meanwhile, third and fourth graders won’t become part of Curriculum 2.0 until 2012-13, and this year’s fifth graders won’t see Curriculum 2.0 at all. It seems as if the implementation process was about as well planned as the SS Minnow’s tour of the South Pacific.

But that’s not the only story here. For someone’s who’s spent a great deal of time attempting to understand

A One Thousand and One Night manuscript written in Arabic under the second half of the Abbasid Era (750-1258 CE), February 9, 2008 (Danieliness via Wikipedia). Released into public domain via cc-by-sa-3.0 license.

the circumstances under which I grew up, including my times in Mount Vernon, New York’s public schools in the ’70s and ’80s, MCPS’s Curriculum 2.0 is sort of like deja vu all over again. Except that in the period between ’76 and ’93, the kind of curriculum MCPS is implementing now was mostly for Mount Vernon’s gifted and talented students then, students who were part of the district’s Humanities Program, particularly those in the Grimes Center for Creative Education. The motivations for developing a similar curriculum three and half decades earlier came out of the need for racial integration and preventing White Flight, and in the process, a measure of academic excellence. Different circumstances in search of the same results, I guess.

A piece of evidence I uncovered a few years ago while working on Boy @ The Window shows how much educators reinvent the wheel in terms of curriculum development, a pitfall in education on which Diane Ravitch has been proven correct for the past thirty years. Charlotte Evans wrote in her April 1981 New York Times article on the Grimes Center that there “is a flowering of creativity at Pennington-Grimes [Grimes had combined with Pennington in the 1980-81 school year] that is evident in the hallways as well as in the classrooms.” Leroy L. Ramsey, New York State Department of Education Administrator of Intercultural Affairs and Educational Integration, when asked by Evans to comment, said that “the intent” of a school like Pennington-Grimes “was to break racial isolation and to stop white flight, and we have done that in Mount Vernon.”

As detailed by Evans in her April 1981 New York Times article, with the

[c]oordinating [of] language, math and science with social studies in the same way, first graders study the family and its roots, how people live and lived in different places. Second graders focus on prehistoric times – the old and new Stone Ages; third graders on the ancient Middle East, fourth graders on Greek and Roman civilization and sixth graders on the Renaissance, Reformation and the Age of Discovery.

This interdisciplinary approach to creating a magnet-style gifted track curriculum did not stop with a focuson other histories and cultures in social studies. “Fifth-graders, for example, specialize in studying the Middle Ages in Islamic nations and in Africa and Europe,” but they also “read Arabian Nights in connection with their Islamic study and went on to African folk tales,” according to fifth-grade teacher Mattie Lucadamo. In addition, there were other “flourishes,” such as “learning the foundation of Hindu-Arabic numbers” and “study[ing] astronomy, tracing it back to the Babylonians.”

It never ceases to amaze me how we as educators, education researchers, and governments spend time, money and human resources recreating what was already in existence, in this case, when I was my son’s age. But, like with the experiment that was the Grimes Center and Humanities, parents with resources will find a way to game the system. In one case, an innovative program was moved to Mount Vernon’s predominantly White North Side in May ’80, and tended to give more preferences to White students in general.

In the case of Curriculum 2.0, the more aware parents will send their kids to Kumon or Kaplan or other testing centers to give their kids every opportunity to do well in this new curriculum, score in the top percentiles on the MSA, and garner the gifted label in time for middle school.