Kennewick, along with most cities and towns in the country, has relied on standardized testing as a way to improve achievement for the past twenty years despite the arguments of assessment experts (they designed the tests) who said they were not appropriate for this purpose and instruction experts (they know what needs to be taught), who argued for whole child solutions. Kennewick School District has claimed vast improvement over the time period although the results don’t show up in higher graduation rates, greater college admissions, or any other measure than the same standardized tests at some grades, but not others.
New research reported elsewhere on this blog shows the drill and test strategy has not worked on a nation-wide basis and now a new report adds additional data detailing the failed strategy. The achievement gap on the NAEP declined from 1970 to 1990, but has remained stagnant during the 20 years of “standards” and testing we have just survived. You can read the Washington Post article describing the report here (http://voices.washingtonpost.com/answer-sheet/equity/the-achievement-gap-when-progr.html). The article contains a link to the actual report for the aficionados among us.
Do you believe your children should continue to be subjected to a teaching strategy that is clearly not working as well as what we were doing 20 years ago? As the report shows, the achievement gap was narrowing until precisely the point in time where Kennewick (and most of the nation) began emphasizing test scores as a means to improving achievement. Who has benefited from this emphasis? It was not your kids. But the big testing companies like Pearson (WASL) and NWEA (MAP) have raked in millions, oops, billions, at the expense of these kids. Isn’t it time to just say NO to your local school board and legislators? We provide contact information in the panel at the right of our home page.
At least a decade since the 90% reading goal was implemented, graduation rates are the same. The middle and high school that receive students from the highest achieving (according to the tests) elementary school, has the lowest success rates for students — measured by graduation rate. Surely, the 90% goal is not a measure of success in later education.
Kennewick is a microcosm of what is going on nationally, but in spades. Most districts have not gone to the “doubles” solution or the extreme emphasis on reading and math to the detriment of all other subjects, especially the arts and vocational programs.
I have long wondered how 90% or more of Kennewick third grade students can meet the goal of reading on grade level but by the sixth grade significant interventions are necessary to remediate reading deficits among Kennewick students. This remediation continues through middle school and high school. What happens after the third grade?
Doubles reading classes are the district response to the need to inprove reading scores with the consequence many students are denied access to exploratory and elective courses. These students lose opportunities to find educational success, support and affirmation in their path to work and careers.
The 90% reading goal does not result in even improved scores on 10th grade reading tests. The current district reading program does not produce claimed benefits and reduces learning opportunities for Kennewick students.
There is a better way to improve reading and provide essential exploratory and elective classes. When will Kennewick be ready for this change?