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<blockquote data-quote="Jay Barracato" data-source="post: 96821" data-attributes="member: 24"><p>The fundamental problem is we have no idea what those tests are measuring. At this point we are graduating students who have spent their entire academic career under NCLB and it is pretty clear that after spending 100s of millions of dollars on testing that the data is meaningless for informing/reforming classroom instruction.</p><p></p><p>One of the major problems with public education is that it is public and as such everyone thinks they should have equal say in all the decisions. This creates an institutional memory that is generational. That means the view of the classroom is based in memories of their own education rather than current practice. As such there is rarely money/support for anything outside that narrow framework.</p><p></p><p>The second problem with the public in public education is that any problem in the community is also a problem in the schools and we operate under such a set of expectations that we will solve all these problems for the community sometimes it us amazing we teach any content at all. Drugs, poverty, bullying, suicide, hunger, it is all up to us to solve.</p><p></p><p>Like you, I acknowledge that my viewpoint is colored by my life experiences which include 23 years in high school classrooms, 16 years as a college instructor, and walking away from a doctoral study that was 80% complete when the economy tanked and it was clear no one around me professionally cared what I was learning.</p><p></p><p>So I will leave you with one piece of data that i found interesting: the countries that consistently score the best on the international exams do the least amount of standardized testing of their own, leave more curricular decisions to the professional judgement of the classroom teacher, and in general treat the profession with a greater degree of respect.</p></blockquote><p></p>
[QUOTE="Jay Barracato, post: 96821, member: 24"] The fundamental problem is we have no idea what those tests are measuring. At this point we are graduating students who have spent their entire academic career under NCLB and it is pretty clear that after spending 100s of millions of dollars on testing that the data is meaningless for informing/reforming classroom instruction. One of the major problems with public education is that it is public and as such everyone thinks they should have equal say in all the decisions. This creates an institutional memory that is generational. That means the view of the classroom is based in memories of their own education rather than current practice. As such there is rarely money/support for anything outside that narrow framework. The second problem with the public in public education is that any problem in the community is also a problem in the schools and we operate under such a set of expectations that we will solve all these problems for the community sometimes it us amazing we teach any content at all. Drugs, poverty, bullying, suicide, hunger, it is all up to us to solve. Like you, I acknowledge that my viewpoint is colored by my life experiences which include 23 years in high school classrooms, 16 years as a college instructor, and walking away from a doctoral study that was 80% complete when the economy tanked and it was clear no one around me professionally cared what I was learning. So I will leave you with one piece of data that i found interesting: the countries that consistently score the best on the international exams do the least amount of standardized testing of their own, leave more curricular decisions to the professional judgement of the classroom teacher, and in general treat the profession with a greater degree of respect. [/QUOTE]
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