Failing Grades

Teachers review English exams in online forum, and it's not pretty

PHOTO: Testing Talk
A new website asks teachers to share their thoughts about Common Core tests.

The reviews are in, and students found this year’s state English exams “stressful,” “exhausting,” “confusing,” and “soul crushing,” according to mostly anonymous comments by educators on a new testing feedback site.

As New York students in grades three through eight sat for three days of Common Core English exams this week, some of their teachers have posted missives about their students’ experiences and the tests themselves on a new site created for that purpose, called Testing Talk.

The educators from across New York who took to the online forum represent a tiny fraction of the state’s educators. But their overwhelmingly critical comments were also remarkably consistent: The tests were too long, too difficult for many students, and a poor reflection of the thoughtful, critical work called for by the Common Core standards.

Students had between 50 and 70 minutes to complete each test, depending on their grade and the day of the exam. Many students were left racing against the clock to finish, teachers said.

“When I announced there was only ten minutes remaining, more than half my class had not even started the extended response!” one teacher commented, adding that only two or three students finished all the questions in time.

Older students faced 42 multiple-choice questions on day one, but “60 minutes in and I had children on question 21,” a fifth-grade teacher said. “As I announced the time, I watched children scramble, mark answers, guess, but most of all I watched these same children who had given me their best, become defeated!”

Several educators said the time crunch forced students to trade inquiry for velocity.

“We have spent the year teaching students to be careful, thoughtful, deep thinkers,” a fourth-grade teacher lamented. “Today the objective was speed.”

One reason for the students’ slow pace, some educators said, were reading passages that were long and hard to tackle.

The eighth-grade test featured a Shakespearean poem, one teacher said, that was “extremely difficult.” Third graders faced “obscure vocabulary and unapproachable plot line” in a reading passage drawn from a 1950s book, another teacher wrote. And sixth graders stared down a piece of “so-called literature about sewing machines,” a different teacher posted.

Another cause for the slow-down, teachers reported, was all the close reading — the line-by-line analysis of the structure and meaning of a text through multiple re-readings, which is a staple of Common Core-based instruction. Several educators insisted such close reading is impossible within the constraints of a timed test.

“Many of the multiple choice questions were quite involved, requiring students to flip back and forth a number of times and re-read multiple times,” an eighth-grade teacher wrote.

Another eighth-grade teacher said the quality and complexity of some of the reading passages did not warrant the scrutiny some questions demanded.

“It felt like the test makers were trying to force a V8 engine (the multiple choice question) into a Yugo (the nonfiction reading passage),” the teacher wrote.

But a commenter chimed in on a different post, noting that the test is meant to measure students’ ability to provide “text-based answers,” a key tenet of the standards.

“I think they asked questions on purpose that students had to go back for,” the commenter said. “[Students] aren’t supposed to be able to just ‘remember’ — that is the point.”

Many educators said the tests were especially arduous for English-language learners and students with special needs.

One special-education teacher said the extra-time accommodation amounted to “an endurance test” for students with disabilities. Others noted that special-education teachers tailor their lessons to each students’ particular needs all year long, and yet those same students are forced to take the same state tests as every other student in their grade, regardless of their different needs.

“It’s wrong that the individualized education philosophy stops at Common Core testing time!” a special-education instructor said. “Parents should be outraged!!! I know I am.”

Testing Talk grew out of an online forum created last year by staff at the Teachers College Reading and Writing Project to gather educators’ responses to the first year of Common Core tests. The new site allows educators from across the country to give feedback about their state tests, as well as field tests for in-development Common Core exams.

The site had garnered about 150,000 hits and 300 posts by Wednesday evening, according to Lucy Calkins, TCRWP’s founding director. Its purpose is to hold the people making the tests accountable to those who must live with them, she added.

“There have been billions of dollars and millions of hours of children’s and teachers’ lives that have been invested in these new tests,” Calkins said. “My goal is to help educators to be part of the process of making better tests.”

Pearson, the publishing company with a five-year, $32 million contract with New York to create the state tests, referred questions about the site to state education officials.

Ken Wagner, the state education department associate commissioner who oversees testing, said that teachers play a role in creating the test. He added that the department also monitors teachers’ feedback once the tests reach the field, noting that complaints about a time-crunch last year led the state to reduce the number of questions on the upper-grade English tests this year while giving students the same amount of time.

Wagner also cautioned against reading too much into the comments on the online forum.

“Anecdotes posted on a website,” Wagner said, “that’s a particular community. That’s not necessarily indicative of a statewide trend.”

But criticism about this year’s tests have not been confined to the Internet. Educators at Brooklyn’s P.S. 321 sent notices to parents Thursday afternoon urging them to join a protest the following morning against what they called the poor quality of this year’s English tests.

“In my 10 years of teaching,” fourth-grade teacher Alex Messer wrote to parents, “I have never felt more devalued and outraged about a statewide test.”

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.