As long as norm-referenced tests are in use, we will have students who are “1s” and “2s.”

As long as we have “1s” and “2s,” the Feds will be empowered to close the public schools by 2018, and to channel the funding to private and charter schools.

As long as people are in denial about the above, we’re in a heap of trouble.

“It’s a frustrated stand for educators told this year of a change in federal education policy that requires schools to test non-native English speakers after they’ve been in this country 12 months.”
Randi Weiner January2007 The Journal News

It is frustrating because all across New York State, educators are dedicated to a quest for higher standards in education. And daily they prepare student assessments which measure student progress. Such data drives instruction which in turn improves instruction. Daily, teachers move from the point where the student is to where the student needs to be. Teachers are held accountable for the education and welfare of their students. However, testing has taken another turn. There is a move ahead in testing which is unfair. The state will implement a policy whereby students with disabilities or students who have limited English proficiency will be tested using the same test instrument that is used for all students.

Compliance with the Federal No Child Left Behind Act in this case will put students with limited English proficiency at a disadvantage once they are tested using an instrument designed to test their English proficient peers. Furthermore, this approach will be mirrored by students with disabilities as they “sit” for tests which were designed for students who are on their appropriate grade level.

The results of the tests will not serve any purpose other than to immediately mislabel Bilingual students and students with disabilities as failures. Whereas, given time and proper instruction, the aforementioned population of students would be able to take their rightful place in society. Case in point: I have seen Bilingual students become valedictorians in our school upon graduation. These limited English proficient students have not only mastered Spanish and English, by the sixth grade, but with the excellent instruction fostered by our cadre of dedicated professionals, these students have mastered all of their subjects and outdistanced their peers. And I am certain that this type of nurturing and teaching in the field of education is replicated throughout our state because teachers want what their students need: Excellence in
Education.

If we are to continue to be a pluralistic society, we must make sure that the road to becoming a productive citizen : the road to being the best that we can be, is not impeded by unfair testing which leads to unfair tracking, and unfair labeling. Every child must be given an equal opportunity to achieve and succeed.

I urge Commissioner Mills and Members of the Board of Regents to go back to the Federal Department of Education for the authority to enact testing policies that are responsive to the needs of our students and schools… because the children are waiting.

Sincerely,

Phyllis C. Murray
UFT Chapter Leader
NYSUT/AFT Member