We all know, or should know, about Campbell’s Law. That is a social science axiom that says:
“The more any quantitative social indicator (or even some qualitative indicator) is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.”
The short translation: the more you measure people and tie high-stakes to the measurement, the more likely they are to make the measurement the point of their activity, which distorts the activity. Campbell’s Law explains why teachers teach to the test or even cheat, because so much is riding on achieving high test scores. So teachers forget about everything other than test scores, such as citizenship, character, ethics, and so on.
Arthur Goldstein, who teaches high school ESL in New York City, here explains how Campbell’s Law has been replaced by Campbell Brown’s Law. Campbell Brown is the media figure who is leading a lawsuit to eliminate tenure in New York State.
Here is Campbell Brown’s Law:
“Campbell Brown’s Law says whatever goes wrong in school is the fault of the tenured teachers. If you fail, it’s because the teacher had tenure and therefore failed you. Absolutely everyone is a great parent, so that has nothing to do with how children behave. Campbell Brown’s Law says parents have no influence whatsoever on their children. If parents have to work multiple jobs to make ends meet, that will have no effect. If they provide no supervision because they aren’t around, that won’t affect kids either.
“Campbell Brown’s Law says kids themselves are not responsible either. If they don’t study, that isn’t their fault. The teacher should have made them study. If they fail tests because they didn’t study, it’s a crime and the teacher should be fired. Under Campbell Brown’s Law the only obstacle to studying is if the teacher has tenure. This is unacceptable and it is therefore the reason that the parents work 200 hours a week. It’s also the reason the kids didn’t study. The kids figured they didn’t have to study because their teachers had tenure.
“Campbell Brown’s Law is demonstrated in charter schools, where teachers don’t have tenure. All kids excel in charter schools, except for those who don’t. That explains why, in some charter schools, that all the students who graduate are accepted to four-year colleges. It’s neither here nor there if two-thirds of the students who began ended up getting insufficient standardized test scores and getting dumped back into public schools. That’s not the fault of the charter teachers, because they don’t have tenure and are therefore blameless. Campbell Brown’s Law says so.”More at the link.
The new PDK/Gallup poll has lots of interesting findings. This one should cause pause among law makers
Table 6. Some states require that teacher evaluations include how well a teacher’s students perform on standardized tests. Do you favor or oppose this requirement?
Here's how the pollster interpreted this finding
— How teachers are evaluated is an important component to teacher quality, so it’s not surprising that Americans have opinions about teacher appraisal. A plan popular among some state and federal policy makers uses student standardized test results as a significant component in evaluating teachers, in some places comprising up to 50% of the evaluation. However, more than 60% of Americans do not support this approach, and their opposition is trending upward.
At the same time, Americans said they believe teacher evaluation should be primarily designed to help teachers improve their ability to teach. If we listen carefully to the opinions of Americans, we need to research better ways to evaluate teachers and principals that are not overly reliant upon how students perform on standardized tests.
The big question is, will law makers listen?
Statewide support for Reynoldsburg's' teachers is flooding in as the September 19th strike deadline looms large.
Rather than write about that support, pictures speak a thousand words
Not only are pictures of support from all around the state coming in, soo too are cards in solidarity
Too see them all, visit the Reynoldsburg teachers facebook page, here.
When Reynoldsburg teachers issued their 10 day strike notice to the board of education, they did so saying,
As front line educators, we have listened to our students, our parents, and our community. We have heard the calls for class size caps. We have heard the calls for addressing our teacher turnover issue. We have brought these issues to the bargaining table time and time again, and each time Superintendent Tina Thomas-Manning and the Board have refused to address these crucial concerns, instead continuing a divisive ideological crusade that now leaves us with no choice but to exercise our right to strike.
We thought we would take a look at the ratio of teachers to students in Reynoldsburg City Schools. What we discovered is shocking. Reynoldsburg has the worst ratio of all school districts in the state. We looked at the 2012-13 enrollment and teacher data from ODE
||# Full Time teachers
||Teacher Student Ratio
|Grandview Heights City
|Upper Arlington City
|Groveport Madison Local
|New Albany-Plain Local
|Canal Winchester Local
Where the Franklin county average is 15 students for every teacher, in Reynoldsburg that number exceeds 19! This is a board and Superintendent that is out of touch and the sooner they realize that and start listening to their teachers the better. The Reynoldsburg community deserves better.
Via The Center for International Education Benchmarking
Unlike the top-performing countries on the 2012 PISA, the United States stands out for the amount of external testing it requires for all students. As the chart below shows, the United States is the only country among this set to require annual testing in primary and middle schools in reading and mathematics. A more typical pattern among the top-performers is a required gateway exam, or an exam that allows a student to move on to the next phase of education, at the end of primary school, the end of lower secondary school and the end of upper secondary school. This is true of Canada (Ontario), China (Shanghai), Estonia, Poland and Singapore. In some of these cases, the secondary school exams are used to determine placement in the next level of schooling such as in Singapore and Shanghai where the lower school-leaving exam determines placement in upper secondary school. And in Poland, Shanghai and Singapore the upper secondary academic exam functions as an admission exam for university. This differs from the United States where annual tests are used primarily for school and teacher accountability purposes.
As the United States embarks on implementing tests to measure students’ mastery of the Common Core State Standards, it would be wise to keep in mind these very different models of not only test schedules, but format and purpose. The tests in the top-performing countries come at key gateways when students advance from one school to another and have a purpose that is clearly understood by students, parents and teachers.
To say the parent who sent us this Dublin City Schools testing schedule was concerned is an understatement. One quick look and you can understand why. Over 170 different testing regimines are outlined in this schedule. There's barely a month in the calaendar when some kind of testing is not happening somewhere in the distrcit. Much of it is state mandated, even for pre-schoolers and kindergarten students.
You can see from the list (pre and post growth measuring) that much of the tesitng is for the purposes of generating value-add data, so teachers can be ranked and sorted.
Back in June, out-going NEA President Dennis Van Roekel said, “The testing fixation has reached the point of insanity.Whatever valuable information testing mandates provided have been completely overshadowed by the enormous collateral damage inflicted on too many students. Our schools have been reduced to mere test prep factories and we are too-often ignoring student learning and opportunity in America.”
New NEA President Lily Eskelsen García, went further
All of this testing means our students have less time to learn—and we are stealing it from them for these tests. A recent survey found that students are spending as much as 30 percent of their class time preparing for and taking these unaligned tests. We are stealing so much learning time from our kids, their parents are going to have to start asking, “What were you tested on in school today?” instead of, “What did you learn in school today?” Our students are so busy taking tests that they don’t have time to learn the material we are testing them on!
As educators, we know that this amount of testing—and the serious consequences attached to these tests—is toxic for our students. As they enter the adult world, our students will need to have good writing and math skills, creative problem-solving skills, and critical thinking skills. But I doubt they will spend up to 30 percent of their time filling in bubbles on a toxic test.
Here's the list of toxic testing students at Dublin will be asked to particpate in this coming school year
2014-15 Assessment Calendar - By Grade