The “Anti-American” Trope and Being a Black Writer

04 Thursday Jul 2019

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

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Al Jazeera, anti-American, anti-patriotic, AP World History, APUSH, College Board, Contingent Faculty, Educational Testing Service, ETS, July 4th, K-16 Education, Respectability Politics, Slavery, Whitewashing History

Malcolm X quote from his “By Any Means Necessary Speech,” Organization of Afro-American Unity, New York, June 28, 1964. (https://azquotes.com).

This week, I published yet another article article in Al Jazeera English, this one titled “How US history is whitewashed in high school exams.” It’s about my experiences scoring AP US History and AP World History exams for the College Board through Educational Testing Service as a contingent faculty member. It was also about how the two organizations consistently present a sanitized version of both histories, excluding and marginalizing those of African, of Latinx, and of indigenous descent in the process. My biggest concern was that folks would find my treatment of the work of the College Board and ETS unfair. Or, that readers would disagree with me personally, attacking my intellect and my race purely out of racism and jingoism.

On the second concern, I was mostly right, but not quite in the way I expected. At least three trolls accused me of being “anti-American” and “anti-patriotic.” Really? So, no critique of American education or of two education organizations can stand without it being a referendum on whether I am a patriot for America as it is instead of what I’d like it to be? The narcissism I see out of the mostly male, nearly all White set in the US — it must reside in a bottomless pit. Or in the black hole at the center of the Milky Way.

Is calling out folks who believe themselves to be educators because they favored Japanese internment during World War II as an example of state-sponsored mass violence over slavery in colonial America/US really anti-American? Is pointing out the flaws in the politics around K-12 and college education in the field of history an example of my anti-patriotism? Should I be subjected to jingoistic scorn because I dare say that “[c]hattel slavery will always serve as a complicating counternarrative to The College Board’s trope of the West’s continual social and political progress?” If this is anti-American, then so is racism, misogyny, anti-Latino and anti-Arab xenophobia, and rolling tanks into DC on the 4th of July.

But, there was more. At least two trolls tweeted and messaged me about Al Jazeera publishing my article this week. One called me a “fool” because they saw me as a mere tool for their otherwise anti-Black stances and tropes in their coverage. Another tweeted twice, “QATAR LAW: Since 2004, Article 296 of the current Penal Code (Law 11/2004) stipulates imprisonment between 1 and 3 years for sodomy between men.” This because Al Jazeera is partially owned by the Qatari government. Last I checked, the British government partially owns the BBC. The US has repugnant laws and policies in place toward Blacks, Latinxs, Native Americans, women, LGBTQIA folx, and the millions living with poverty. Yet I’m supposed to not publish a piece with one of the largest news outlets in the world because it might make me a tool of the Qatari, and therefore somehow anti-American? Give me a break!

Ultimately, I published with Al Jazeera this time around because they allowed me the most space to air my first-hand account and analysis, without delay and without editing out my direct experience. As a freelance writer and someone with an affinity for the journalistic, that’s really all any professional can ask for.

What I cannot nor will not do, though, is back down or renegotiate my critiques about the US, as is my right as an American citizen. Nor will I attempt to tailor what I write for folks who otherwise stand in opposition to a curriculum that holds fast to Western sacred cows and American mythologies.

At a job interview I did a couple of weeks ago in New Jersey, a search committee member asked me this. “What will you do to reach those people on campus who don’t just have concerns” about my work and the work of the department I could’ve represented, “but are in opposition to your work” and the department’s very existence? “Ultimately, I don’t believe it’s my job to reach folks who stand in opposition to equality, to my insistence that I am equally human. Why would I want to spend time and energy trying to reach those people? We’ve tried that already. With respectability politics, with assimilation. It hasn’t worked,” was my response.

The same goes for the trolls on the Internet, who’ve never seen an idea from a Black man or a Black woman that they’ve respected, who will find anything short of an endorsement from 45 anti-American. I am not writing for you. I am writing for everyone else but you.

Second Semester Crunch Time

21 Thursday Jan 2016

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Pittsburgh, Pop Culture, race, University of Pittsburgh, Work, Youth

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Academic Preparation, Affirmative Action, Challenge Scholarship, College Board, College Retention, Coursework, ETS, Friendships, Internalized Racism, Internalized Sexism, Perseverance, Pitt, Predictability, Righteous Indignation, SAT, Self-Determination, Self-Discovery, Single-Minded

Maybe not a HOF, but a great crunch time catch (literal and figurative) by Terrell Owens, San Francisco 49ers vs. Green Bay Packers, Wildcard Game, Candlestick Park, January 3, 1999. (http://sfgate.com).

As this spring semester begins for me at UMUC — a cruel euphemism in January with a windchill around -10°C and a major winter storm approaching the Mid-Atlantic — I’ve reminded myself of the same calendar twenty-eight years ago. As I’ve already noted through my blog and through Boy @ The Window, this was to be a make-or-break semester for me. I had to step up my game at the University of Pittsburgh or go home. And by home, I mean to 616, a place in Mount Vernon, New York that might as well been my burial plot if I had managed to lose my Challenge Scholarship after that Winter Term 1988.

As I wrote in my book

Despite my advisor, I decided to take a full load of classes, balancing two math courses with two history ones, with “rocks for jocks” Geology being the fifth one. The others were Western Civ II, Roman History, Calculus II (the regular one, not Honors), and Logic.

It was to be a sixteen-credit semester. My advisor, a one-time PhD candidate in the History Department at Pitt (talk about life have no coincidences, past, present or future), thought that after my 2.63 first semester, that I had no business making my college schedule more difficult. But after four years of Sylvia Fasulo at Mount Vernon High School, I decided I was through taking advice about taking it easy. I might’ve not known much about my inner self in January ’88, but I knew this much. I was never the guy to take the easy, path-of-least-resistance road in my education. Fact is, I never had the choice of an easy road at any point in my life.

The only obviously easy course of the five I took was Geology 89, and it was only easy because it was a lecture hall course with three multiple choice exams and one textbook. Calc II — with its focus on integrals, volumes, spheres, and other pre-differential calculations — I figured would be easier than Honors Calc I, partly because I excelled on this part of the AP Calculus course the year before (I probably earned my 3 on the AP Calc BC exam on the strength of that work), and partly because this wasn’t an Honors course.

Advanced logic equations, January 20, 2016. (http://www.galilean-library.org).

Then there was Logic. An ironic choice of a title, since the course didn’t make sense to me from day one. Inductive and deductive reasoning, so the British-born professor told us the first day. With so many symbols and few numbers, how could I consistently deduce an answer to any logic equation? And, what the heck did any of this have to do with being a Computer Science major, anyway?

As for Western Civ II and Roman History, I was surprised how easy I found both courses by the third week, especially after my debacle in East Asian History the month before. But then again, I didn’t miss a single class, I stayed ahead on my readings — and though I knew nearly half of the material going in — and studied as if I’d never been an A student in a history course before.

I had taken the shame of the first semester, the embarrassment of my internalized -isms and imperfections, the anger I directed toward myself, my family, and my idiot dorm mates and let it fuel me. I was on a righteous path of academic vengeance. At least that’s what I thought at the time.

A Planters Peanut Bar, April 25, 2011. (Evan-Amos via Wikipedia). Released to public domain via Creative Commons CC0 1.0 Universal Public Domain Dedication.

That sober, almost single-minded focus got me noticed, even though it was my attempt at trying to lay low. I made quite a few friends that semester, most of whom I still call friend today. All of them anywhere between one and twenty years older than me. Call it a sense of maturity, my angered march toward my future, or the sense that I needed to be around folks whose lives had taken at least half as many twists and turns as my own. Whatever it was, I ended up on a path where having a social life would play as much a role in saving my educational future as showing up to all but four lectures in a sixteen-week semester.

I finished that second semester on the Dean’s List with a 3.33 GPA, and a first-year GPA of 3.02. Two A’s (my history classes), an A- in Geology, a B in Calc II, and a C+ in Logic (I did learn a few things even in that course). By the end of April, I was already thinking about switching majors to History. Of more immediate importance was my saving my scholarship for year number two. Not to mention, having friends of any significance for the first time since elementary school.

====================================================

Affirmative action opponents from Supreme Court Justices Antonio Scalia, Clarence Thomas, and Chief Justice John Roberts — as well as Allan Bakke, Jennifer Gratz, Barbara Gruttinger, and Abigail Fisher — all claim that efforts to use the admissions process to bring racial (and gender and socioeconomic) diversity to college campuses is discriminatory. The College Board and ETS cite their statistics to show that the SAT is especially predictive of a student’s performance in the first semester or first year. Anyone working on college retention — especially for underrepresented students — recognizes that nearly half of all students who drop out of college do so after the first two semesters.

Orange Crush can crushed, June 8, 2012. (Susan Murtaugh via Flickr.com).

I knew none of this my second semester at Pitt. No one could’ve predicted my first semester’s depression or the single-minded channeling of anger and intellectual resources my second, least of all me. And no, Justice Scalia, college at a school of the stature of the University of Pittsburgh wasn’t too hard for me. It wouldn’t have been too hard for me at any other university for that matter. Life was. And yes, Ms. Gratz and Ms. Fisher, race played a significant role in where I was, where I wanted to be, and how I got there. Just not to your entitled, narcissistic disadvantage.

As for ETS and the College Board, your predictions of my struggles and triumphs based on my 65th percentile 1120 score from October ’86 were more than a bit premature. And not just mine. Fact is, the vast majority of people like me attending predominantly White institutions graduate, whether the campus climate is welcoming or not. However, having a welcoming climate, just as the one I began to discover my second semester, really helps. I guess you couldn’t predict that.

Aside

My “-tions” and History as Conjunction Junction

02 Wednesday Sep 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, Mount Vernon High School, Movies, Politics, Pop Culture, race, Religion, Youth

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American Exceptionalism, American Mythology, AP US History, AP US History Exam, Ben Carson, College Board, Conservatives, Curriculum Framework, Cypher, Educational Testing Service, ETS, Founding Fathers, Harold Meltzer, Joe Pantoliano, Lynne Cheney, Mealy-Mouthed, morison, Morison and Commager, Selling Out, The -tions, The Matrix (1999), WASPs

AP US History curriculum framework and Common Core, July 24, 2014. (Todd Wiseman; http://www.texastribune.org/).

So, the College Board and ETS sold out last month to the willfully ignorant, ideologically conservative set, and will mythologize AP US History after all. The tales of the perfectly brilliant Founding Fathers, of great, rich, powerful White men who built this nation with their bare hands, who pulled themselves up by their bootstraps without any help, will be front and center now. AP US History has gone through a re-re-revision of its curriculum guide to spend time providing lessons in blind patriotism, in American civics as great legend, making a generation of already over-tested kids even more ripe for being underprepared for college and beyond. One more instance where providing an opportunity for independent thinking has knuckled under to the profit-motive for two so-called, multibillion-dollar nonprofits.

I wrote about the small scale of the College Board’s middle-of-the-road approach in its second revision of the AP US History curriculum in the Atlanta Journal-Constitution in May, a few months before they showed flexibility to the right-wing nut-jobs. As a historian, professor, educator, writer, and critical thinker, I don’t think I was ever satisfied with AP US History or its mealy-mouthed curriculum. Just because one presents a complex concept that can be difficult to discuss in pleasant language doesn’t change the fact that people and even students will frequently resist that concept. The idea that slavery played a central role in building the economic infrastructure of the US, for instance. That’s hard for most Americans to accept, even with the evidence staring in their faces every single day.

Samuel Eliot Morison and Henry Steele Commager, The Growth of the American Republic, Volume I (unknown edition, but the edition I had access to in 1985), September 2, 2015.

As a student in the late Harold Meltzer’s AP US History class at Mount Vernon High School in eleventh grade back in September ’85, though, I found the once nationally recommended textbook for the course unacceptable myself. It was a textbook people like Lynne Cheney and Ben Carson would’ve loved, and can still be found in many high school classrooms even today. Samuel Eliot Morison and Henry Steele Commager’s The Growth of the American Republic, originally published in 1930, a time when rich WASP males were the only people of US history who counted.

I don’t recall exactly what edition we had, but it was a 1962 version, well-preserved by Meltzer. It was built fundamentally on what we academic historians call consensus history, meaning a unified, singular march toward a better society, a better American republic. Meaning that American Indian removal, slavery, Reconstruction and Jim Crow, the Cult of Domesticity, the anti-immigration movement, the battles between labor and robber barons, got almost no play in the textbook. I was so bored with Morison and Commager that I stopped reading the book after the first eight pages, including the table of contents. I earned my 5 on the AP US History exam anyway.

That’s what the privileged set wants for our kids from pre-K through graduate school. A steady diet of history from a patriotic victors’ perspective, of progress and constant triumph, of narcissistic navel-gazing. But teaching history in the twenty-first century needs to be about more than powerful people, famous places, significant events or even a mass of faceless victims. Add to this the fact that most high schools and many undergraduate programs still teach US, European and most aspects of history around the world as if the subject was a trivia game like Jeopardy or Trivial Pursuit. I know that’s what most of my students would want — although a few would pull their hair out from a well-learned hatred of the subject or from sheer boredom.

What I have done in my US and African American history courses over the years is talk about what I call “the -tions.” Assimilation, civilization, exploration, and gentrification, and especially immigration, industrialization, migration, and urbanization. The -tions represent large-scale processes and patterns that add up to defining themes in history, especially for the past 500 years. After all, history is about people, and what people say, do, and leave behind over the course of their lives. Not just famous, rich, slaveowning individuals who came together to found a country to maximize their own material advantages. But the millions of African slaves and dusky non-WASP European immigrants whom those same WASP males worked to death to build this great nation.

The -tions give us historians the what and how, but not the why people did what they did. This would be where capitalism, sexism, imperialism, racism, and ethnocentrism come into play. The idea of profit, whether for oneself or for king and country, drove the need for cheap labor, and thus, the use of kidnapped African slaves on plantations or starving Irish peasants in northeastern factories. Or, the idea that middle class WASP “ladies” shouldn’t work outside the home or have a say in public life, lest their moral centers become corrupted.

“Ignorance is bliss” scene screen shot from The Matrix (1999) with Joe Pantoliano as Cypher eating a Matrix steak, September 2, 2015. (http://chicagoboyz.net).

I try to channel these ideas through my teaching, in smaller doses in introductory courses, in larger ones in upper-level courses. The majority of my students fight it like my teaching methodology is chemotherapy or like Joe Pantoliano’s character Cypher in The Matrix (1999), desperately desiring to be blissfully ignorant over knowing the full measure of US history. For me, it’s not even about ideology. It’s about truth, about viewing life and history and people with an independent and skeptical lens, as “everybody lies…but we don’t lie all of the time.”

To work through all this may be too much for many. But it’s better than taking the free ride of lazy history that the College Board and ETS are now providing, courtesy of the privileged class.

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

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"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.

AP US History Exam Day & Harold Meltzer

13 Tuesday May 2014

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

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AP, AP American History, AP US History, AP US History Exam, Appreciation, College Board, Coping Strategies, ETS, Exam Day, Harold Meltzer, Kaplan, Mentoring, Photographic Memory, Princeton Review, Privilege, Self-Discovery, Teaching and Learning

AP Day (cropped), May 9, 2014. (Tim Needles/http://artroom161.blogspot.com/).

Twenty-eight years ago on this day/date, I was on my way to Mount Vernon High School, listening to Mr. Mister, Simple Minds, Sting and Whitney along the way. I was a few minutes away from a three-hour exam that could change my future. It wasn’t exactly the sunniest or warmest of days, though. That second Tuesday in May ’86 was brisk and heavy with clouds, a high of only 52°F. Still, with the way I felt that morning, May 13th might as well have been sunny with a high of seventy-two.

I’ve written about my AP US History exam experience and Harold Meltzer ad nauseum here in this blog, as well as in Boy @ The Window. How I felt in the months and weeks before the exam. My expectations for a “5” and what that meant in comparison to taking something much less representative of the college experience, like the SAT. My perspective on my AP classmates and the general sense of obnoxious whining that permeated our classroom in throughout March and April ’86, and in whispers the following year. The keys to my academic success, and me being conscious of those keys, for the very first time. And, of course, the mentoring and tutelage of the late Harold Meltzer, the only teacher after elementary school who took a genuine interest in my development as a human being, not just in my grades or in my intellectual abilities.

I was a high school junior whom, at sixteen years old, had more wisdom about what would leave me well prepared for college than most parents, teachers and so-called education reformers possessed in ’86 or in 2014. Taking Algebra in eighth grade, AP courses in eleventh and twelfth grade, accelerated math and science classes all through high school. I knew even then that the APUSH exam was far more representative of my academic preparation than any SAT score would indicate, no matter how high.

AP US History For Dummies cover (2008), May 13, 2014. (http://bookoutlet.com/).

Yet I’ve found myself in debates with folks in recent months over an issue that’s been well settled in the education world for more than a decade. Over a single four-digit score that many thought should be the difference between going to an elite school and attending a no-name local technical institute. These folks refused to recognize what even the College Board and ETS recognize. That social class and racial privilege have been infused in the SAT process for years, with so many students taking SAT-prep courses at Princeton Review and Kaplan being all the prima facie evidence I need.

Now, this doesn’t mean that Advanced Placement (or International Baccalaureate, for that matter) is much better. But in terms of the actual amount of time spent in direct preparation, with the right teacher, even an impoverished Black kid like I was could attend a public school with a magnet program and earn a “5” — without spending $1,500 on Kaplan or Princeton Review.

Enough on that. Today, I can truly say that AP US History Exam ’86 Day was a fundamentally important milestone for me. It sealed the deal I made for myself in the midst of the summer of abuse, to get out of 616, out of Mount Vernon, and into college. Thanks Humanities. Thanks, Mr. Meltzer. Thanks, classmates. And, thank God!

Harold Meltzer Appreciation Day

21 Friday Jun 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Youth

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Advanced Placement, AP, AP Reader, AP Readings, College Preparation, CollegeBoard, Critical Thinking, Educational Testing Service, Essays, ETS, Harold Meltzer, High Schools, Historical Analysis, K-12 Education, Profit Motive, US History, World History, Writing

MVHS AP US History/Mock Trial Team visit to Mount Vernon’s City Hall with Harold Meltzer and Frank Pandolfo, March 18, 1986. (Frank Pandolfo).

Today marks twenty eight years (both day and date — the ’13 calender and the ’85 calendar are in the same sequence) since the end of tenth grade for the Class of ’87. It’s also the day that fourteen of us met Harold Meltzer in “Room 275 of the Mount Vernon High School” for the first time. We were a grumpy bunch that third Friday in June, having gone through days of Regents exams and other tests from a rather underwhelming (though well-meaning) group of teachers. Again, it’s all in Boy @ The Window. But because I’ve had some experience teaching high school students, not to mention AP reader and ETS (Educational Testing Service, the exam developers) consulting experience, my appreciation for Meltzer has grown over the years.

In all, I’ve given up forty-five days of my life to scoring AP US and World History essays over the years, in the not-so-nice towns of Louisville, Kentucky, Fort Collins, Colorado, Salt Lake City (not to mention Princeton and from my own home). Scoring exams in a factory-esque setting is about as appealing as being an antibiotic-infused chicken at a Tyson’s egg-laying factory in Arkansas. Aside from the long hours of sitting around reading documents-based question essays, comparative essays, other essays and listening to long discussions of rubrics and accuracy in “meeting the standard” for scoring exams, it’s a blast. Especially with all of the coughing, sneezing and farting that can be heard throughout the week!

AP logo, The College Board, June 21, 2013. (http://www.stjacademy.org/).

But the one thing I’ve learned is that many of America’s best and brightest students have significant reading, writing and analyzing issues, and not just because AP exam essay questions are written to be deliberately opaque. I’ve scored about 3,500 essays for the AP folks in all, and I can honestly say I’ve never read more than ten in any session that would’ve been A-level material in any of my college courses (or when I’ve taught high school students, for that matter). My last AP read, every one of the nearly 800 essays I read made my eyeballs ache and my teeth grind.

Most of these essays lack an introduction, a thesis statement, organization of ideas, examples that provide evidence of understanding or analysis, transition sentences between paragraphs and main ideas, and a conclusion. So many students don’t even try. They spend three hours drawing, journaling, writing short stories, poems and haikus, quoting rap lyrics and theme songs, or write in detail about their terrible AP US or World History teacher.

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

Aside from the almost indecipherable handwriting, that’s what has bothered me most in scoring these essays. That there are tens of thousands of unlucky students out their who by virtue of having a teacher unable to teach US or World History for advanced students. Or worse, teachers who don’t care to find out how best to teach these courses, to teach students how to write a proper introduction and thesis, to teach students how to bring in outside knowledge and intertwine it with documents or other materials within the actual exams. The inability of so many students to draw solid connections and to make a critical examination of the questions that these AP exams pose stems from both teacher neglect (benign and malignant), school districts hungry for ETS and College Board (the latter runs the AP program) dollars, and ETS and the College Board pushing these exams to more and more schools.

That reality makes me still appreciate all that I learned from Meltzer during the 1985-86 school year. Eccentric? Most def. Counterintuitive beyond what was necessary for AP US History? Without a doubt. Strange and somewhat meddlesome compared to our other teachers to be sure. But if any of us paid attention in his class even twenty percent of the time, we not only scored a 3 or better. We learned how to think beyond an answer, to ask “How?” and “Why?” for the first time. We learned how to read for an argument, and not just to read for understanding. We learned how to write a college essay (not just an AP essay) two full years before college.

And all of this learning began this day and date twenty-eight years ago. I can honestly say that I’ve had more than my share of life-changing teachers growing up. Meltzer, though, is at the top of my list, giving the time in which he was my teacher. May he rest in peace.

Education, A Numbers Game Love Story

22 Thursday Sep 2011

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Politics, race

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Accountability, Craps, Crunching Numbers, ETS, High-Stakes Testing, K-12 Education, K-16 Education, NCLB, P-20 Education, Politicians, Politics of Education, Psychometricians, Psychometrics, Qualitative Research, Quantitative Analysis, SAT, Statistics, Student Success, Teaching Effectiveness, The Education Trust, US Department of Education

Craps dice, like the state of education reform via numbers crunching these days, August 6, 2006. (Source/Roland Scheicher via Wikipedia). In public domain.

This could just as easily be titled, “Why your multivariate regression analysis isn’t better than my chi-square test,” because that is the state of mainstream education research these days. I find it stifling, like being wrapped in Saran Wrap covered by a condom lined in sheep’s intestines.

Numbers have their place, but the field’s obsession with crunching numbers for trends that defy quantification has increased as a result of federal mandates like NCLB and philanthropy’s accountability movement over the past fifteen years. What’s the long-term impact of the thousands of studies and the deployment of thousands of psychometricians and research analysts in P-20 education reform (that’s early childhood education, K-12, undergraduate and graduate education combined)? Not much, because our politicians and philanthropists are staking themselves to trends almost regardless of numbers.

It all started for me about this time twenty years ago. I did an independent study with Bruce Anthony Jones,

Linear regression graph with over 200 data points, February 22, 2009. (Source/Michael Hardy via Wikipedia). In public domain.

then an assistant professor in the University of Pittsburgh School of Education’s ed policy and administration department. In that one semester, I quickly learned that folks in the education field defined research in only two ways: quantitative and qualitative. And by qualitative, they meant soft research, like Carvel’s soft-serve ice cream. What I didn’t know was that many in the field were working to make the qualitative — surveys, focus groups, oral interviews/transcripts — quantifiable.

Today, everything that can be tracked in American education usually has a number attached to it. It’s hardly grades and standardized test scores anymore. Homework hours, time to task on lesson plans to work on a single problem that may be part of a high-stakes state exam, teacher effectiveness, suspensions and disciplinary reports disaggregated by race and gender. It drives me nuts, and I’ve used SAS and SPSS before, during my grad school days. I can only imagine how a teacher who just wants their students to learn and do well must feel about this numbers game.

But if education has become a number game, it most resembles the game of craps. Take the issue of teacher

Michelle Rhee, former DCPS Chancellor, one of many who've taken advantage of education as craps game, Washington, DC, February 19, 2008. (Source/US Department of Labor). In public domain.

effectiveness, often tied to state-mandates around test scores and students meeting or exceeding a percentile at a given school on these tests. Let’s say if a school as a whole actually exceeds the proficiency percentile. They may well receive more money, and teachers may well get a bonus (depending on the state and school district and union contracts, which by the way, may also be part of a statistical formula). None of this actually proves that these students are better prepared for, say, thinking independently or critically, because critical reasoning isn’t tested by most of the high-stakes state tests.

Nor can they show the writing skills necessary for student success later on in their education, as most of these tests don’t test writing comprehension skills either. Most importantly, where does teacher effectiveness come in as a factor? Do we have to account for time to task in comparison to each exam item, like a psychometrician at the Educational Testing Service (ETS) would? Do we factor out home studying/ homework time, parents’ education, income and race, or whether they eat a hearty breakfast the morning of the exam? Or do we continue to simply say, if Teacher X gets Class A to raise its state test score by 25 percent, they get a raise and a pat on the head? Really?

What’s more, whether teacher effectiveness, student success, or free and reduced lunch programs, politicians, parents and pundits hardly look at any numbers beyond any report’s executive summary. We all insist that our school and community colleges and universities get better at graduating students ready for the real world of work. Fine. Then we insist on lower taxes, blaming teachers, destroying unions, complaining about the state of things but not doing anything to make education work for all of our students. Not fine.

It doesn’t take a two-year study from The Education Trust to realize that there’s no one-to-one correlation

Taco Bell's Gordita Supreme, September 22, 2011. (Source/TacoBell.com).

between an effective teacher and higher student test scores. Or a report from the Institute of Education Sciences at the US Department of Education to know that a lunch of murder burgers and suicide fries with ketchup as a vegetable is about as nutritious as a Taco Bell gordita. School districts and many a college have gone without even adequate resources for years. But instead of providing them, we make them kneel in begging for them, and yet expect them to perform Lazarus-type miracles in the process.

We waste time with numbers and spend little time on causes and solutions that make sense in education. I think about that weak +0.4 correlation number that ETS has put out for years regarding the SAT. It’s the likelihood of someone who does well on the exam beginning their freshman year in college with a 3.0 GPA. I scored an 1120 on the SAT in October ’86, not exactly the greatest score. But I did manage a 3.02 average my first year (and a 2.63 my first semester, by the way), and still came within a few days of dropping out because I was homeless at the beginning of my sophomore year.

I dare say the numbers crunchers at ETS didn’t factor that in their multivariate analysis. Or my homesickness or obsession with a former high school crush. Mark Twain is right about statistics — they can “a good walk spoiled (or lies, I think).”