Schools We Can Envy by Diane Ravitch
Long read. Good read. Ravitch has been on an absolute tear lately.
The reformers don’t care that standardized tests are prone to measurement error, sampling error, and other statistical errors.1 They don’t seem to care that experts like Robert L. Linn at the University of Colorado, Linda Darling-Hammond at Stanford, and Helen F. Ladd at Duke, as well as a commission of the National Research Council, have warned about misuse of standardized tests to hold individual teachers accountable with rewards or sanctions. Nor do they see the absurdity of gauging the quality of a teacher by the results of a multiple-choice test given to students on one day of the year.
Testing can provide useful information, showing students and teachers what is and is not being learned, and scores can be used to diagnose learning problems. But bad things happen when tests become too consequential for students, teachers, and schools, such as narrowing the curriculum only to what is tested or cheating or lowering standards to inflate scores. In response to the federal and state pressure to raise test scores, school districts across the nation have been reducing the time available for the arts, physical education, history, civics, and other nontested subjects. This will not improve education and is certain to damage its quality.
No nation in the world has eliminated poverty by firing teachers or by handing its public schools over to private managers; nor does research support either strategy.2 But these inconvenient facts do not reduce the reformers’ zeal.
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