Get Schooled

By Robert

May 3, 2005 12:02 PM | Link to this

We are human beings. And, there will be a certain percentage that cheat on whatever - from taxes to tests to relationshps. This is inevitable.

It is up to the due diligence of the “powers that be” to police and ensure that cheating is kept to a minimum. This is because if gone unchecked, then MOST everyone will cheat in order to not look bad in comparison.

Catching cheaters shouldn’t be too difficult…. a sudden jump in score average is a good place to start investigation (there may be a good reason for the sudden jump such as new teaching methods, etc., but it should be investigated nonetheless). Also, the people that create the test mix in some questions that the students at that level are not EXPECTED to know. If students suddenly get these types of questions correct, that should raise doubt as well.

By Cheryl

May 3, 2005 12:12 PM | Link to this

Cheating is rampant in our city schools. I was actually surprised when the scandal came out about Houston School District that nothing came out about Atlanta. I agree with Robert in that it’s ridiculous to expect schools to police themselves when it comes to testing integrity (especially in today’s high stakes atmosphere). The bottom line is that there are enough reports of cheating that have leaked through that if someone in a postition to do something about it actually cared, something would have been done about it. To me it makes a huge statement about our society that this occurs regularly, and that people don’t care enough to do anything about it (politicians AND voters). The sad part is that the level needed to “meet expecatations” on the CRCT is so low that it should depress us all to know that people still need to cheat on it. If we knew the real numbers, it would be a real wake up call.

By Ann

May 3, 2005 12:31 PM | Link to this

Let’s try to keep this in perspective. “Test administration problems” does not mean cheating. A misadministration can be almost anything, including, but not limited to: A student getting sick, and being unable to complete testing; a student leaving the classroom to use the bathroom during the test; a piece of scratch paper being left behind after testing; etc… It does not mean that the teachers or students are cheating. Please try to keep in mind that if we have a minor test misadministration that could have been avoided, our names are turned in to the Professional Standards Commission, and we risk having our teaching certificates revoked. It’s not worth it for a teacher to cheat. There is no benefit for us. We do not get raises if test scores are high. There’s no realistic motive for teachers to cheat.

By Dan

May 3, 2005 12:55 PM | Link to this

Off course there are motives for teachers to cheat and of course they do. and test administration problems do mean cheating it can be, allowing students to sit togther giving them extra time, coaching them on there results. There is a book by economist steven Levitt called Freakonomics. He applies statistical economic priciples to all manner everyday events. One of his examples is a study done in Chicago regarding teacher cheating, it is quite interesting. he found that 10-15% cheat and after implementing a statistically controlled retest a number of teachers were fired resulting in subsequent years cheating being in the low singel digits

By Swan

May 3, 2005 01:02 PM | Link to this

I cannot speak directly to cheating on the CRCT in schools since I don’t work in one.

However, I will address the topic of cheating in general. It is not just going on in schools. It is going on at all levels. More and more corrupt executives are being dragged into the light of day, such as the Enron fiasco. More local officials are being caught with their hands in the till. More and more, cheating is being portrayed as the only way to get ahead or succeed. The ends justify the means, even at the expense of one’s integrity.

Is everyone cheating? No, thank goodness. But it seems to me that the cheating culture is becoming more widespread as the “everybody does it” mantra continues. It’s adults, too.

If our kids hear us talking about fudging on our tax returns (excused with: The government is too fat anyway.) or hacking into the Smiths cable line for free (excused with: Cable is too expensive and they won’t mind.), it’s no wonder they may grow up thinking it is okay to cheat on a test (excused with: Hey, I have to do what it takes to pass or I won’t get promoted.)

By Sly

May 3, 2005 01:10 PM | Link to this

People cheat on their taxes, on their spouses, on their employers, in sports etc. Why should this be any different?

By I_Teach

May 3, 2005 01:21 PM | Link to this

Sly: Most teacher’s DON’T cheat. The reason? ETHICS. It would be very easy to change a wrong answer here or there as we gather the tests, but MOST don’t because we know it is wrong, dishonest, unprofessional, and unethical.

That is not to say that I don’t know any teachers who have blurred those lines. One of my former colleagues, who cannot teach any more because of serious breach of rules, used to stand over her students as she gave the tests and say, “I would think about that one again.”

This IS cheating. Any teacher worth her weight in salt wouldn’t do it. Sure, we worry how the child who “Christmas Treed” his answer bubbles is going to affect our reputation, but those of us with professional dignity and ethics, let it stand.I wouldn’t THINK of doing such a thing-and can say with all honesty, the teachers I currently work with also wouldn’t.

Maybe that’s why we are still in this mostly thankless job!! (A HUGE thanks to my school’s PTO, and my group of parents and kids for the unbelievable goodies for Teacher Appreciation Week!! THANK YOU!)

By Ann

May 3, 2005 01:30 PM | Link to this

Ok, Dan…what motives would there be?

By yesiamworried

May 3, 2005 02:00 PM | Link to this

Many years ago (probably at least 10) there was a City of Atlanta school that had a huge improvement, I mean really tremendous, and I was puzzled that the Atlanta School System wasn’t out there screaming from the rooftops about this school. when I asked someone,they said that they guessed the improvement was to big to not be suspicious and thus, they wouldn’t want to call attention to it.

By LISA

May 3, 2005 02:37 PM | Link to this

I Teach:I know that most teacher especially in the City Of Atlanta do help there kids cheat!!!Reason for this,they have to retain there job!! second the adminstrators have to shine!!meaning: they can care less really if the kids get it as long as they get there bonus!!and school also get on the school of excellence list!!We must understand the kids right now are really not the primary focus at hand!!!It’s all about numbers!! I want to say no disrespect to Teacher!! It’s just my sister was a teacher for Atlanta Public School!! and she some what lost her job due to her asking to many question in regard to testing and how most of the question on the test she never taught within her curriculum in her classroom.It really hurt her to be fired.But she realize that she owe it to her student to question her princiapl about this unjust!! Now she is a advocate for the students who live especially in low poverty area and who also attend school in these area!! for she realize just because the area was in a lower income, she also saw low performing teachers in these school!! which we know the blind can’t lead the blind!!!she is now going into these area speaking with parents about what they need to do to help there kids to past this test!!

By lynn

May 3, 2005 02:56 PM | Link to this

Over 40 years ago, when my mother was just starting her teaching career, she said that the older teachers would give opposite sections of the test each day and would go over the questions at lunch with each other. Sometimes, it was more blantant, like a teacher “dropping” a copy of the test on the table in the teachers’ lounge.

Back then, all that was at stake was bragging rights — whole schools weren’t judged by their test scores and there weren’t consequences for teachers whose students didn’t score well.

Imagine now, when there are so many consequences. The pressure is immense.

By Ann

May 3, 2005 03:24 PM | Link to this

LISA, it is totally inaccurate to say that “most teachers help their kids cheat.” Also, teachers do not lose their jobs if their students do not perform well, so that is also an inncorect statement. Also, if your sister asked about the questions on the test, then she must have looked at the test, which constitutes a misadministration. She probably lost her job because she looked at the test.

Lynn, there are no consequences for teachers if their students don’t do well on the CRCT. A teacher cannot be fired for having students test poorly. In Fulton County, teachers signed contracts in April for the next year. If the scores come back, and a teacher who signed a contract has a student do poorly, they will not be fired.

By C.R.H.

May 3, 2005 03:44 PM | Link to this

Most teachers do not cheat! Having said that, there is a lot at stake. If a teacher consistantly has poor scores on standardized test but seemingly spectacular grades (which they assign) there will some questions (& there should be!!) If a teacher is in a low performing school; ie: mostly minority and poor, low academic skills etc… the pressure is there but it is different. The pressure is just to get them to have passing scores, I teach at one of those schools & to be honest, if 50% of my kids pass I will be amazed. And before someone chimes in about my performance…I can lead a horse to water, but I can’t make it drink. Until the state lawmakers grow some big brass ones and implements a strict attendance policy, stops social promotion and starts holding parents accountable for their kids not having supplies or for being truant; I will continue to just drag them to the watering hole!

By Cheryl

May 3, 2005 03:46 PM | Link to this

Ann:

Teachers certainly do have consequences if their students don’t do well. The system that I work for is notorious for administrators making teacher’s lives hell (through harassment, intimidation, etc.) if they don’t post high scores (not all schools, but many). Some teachers do it for this reason. Others do it because they want to boost their reputation. At my school, MOST teachers help their kids cheat. In talking to other teachers from schools in the same system, many of them have a similar experience at their schools. Technically, teachers don’t have written consequences for their kids not doing well, but the administrators certainly do (they can lose their jobs if the school doesn’t post good scores). They pressure the teachers, and some of the teachers crack under this pressure.

By LISA

May 3, 2005 03:47 PM | Link to this

Mrs Ann:My sister was terminated because she step out the brainwash system!!! she was not shape and mold by the system!!! So many people get caught up in all the book sense!!!but no knowledge no wisdom just a book sense!!As we know the system do not but everything in a book!! therefor you must be educated on common sense!! which start at home!!! My sister know that the kids she work with didn’t have a real chance!! reason, they was expose only 2 to 3 months with threats along with the test.threats of such you got to past to get promoted constantly push in there heads, tension, anxiety,now why is it the inner city school adminstrators behave in this way. instead of having pep rally!!! contest,and a fun atmosphere where the kids can look at this test as a challenge and we are going to ACE!!this test.I know and I would like to say Peace Be Unto You Ann!!!

By Shooter

May 3, 2005 04:03 PM | Link to this

LISA: I know that most teacher especially in the City Of Atlanta do help there kids cheat!!! How can you make a blanket statement like this? Are you a reporter who investigated this phenomenon? How do you KNOW this? Based on the biased acoount of one person (your sister!!) who is probably disgruntled over being fired. Teachers nor administrators get bonuses, so there goes another of your arguments. Plus, teachers are not fired because of low test scores. Please contemplate more carefully the words you choose and the information you claim to know as FACT before you begin a rant.

By Cheryl

May 3, 2005 04:19 PM | Link to this

Shooter: Teachers AND administrators get bonuses. If your school makes AYP (Annual Yearly Progress; No Child Left Behind requirements) for three years in a row, the school gets tens of thousands of dollars to spend as they like (some principals buy materials for the school, others give teachers extra money). If your school meets 100% of the targets for Atlanta Public Schools, each teacher gets a $2000.00 check. Paraprofessionals, school cooks, janitors, etc. all get money too, though it’s not as much as the teachers get. The principal gets a hefty check as well (more than the $2000.00). If your school meets 90-99% of the targets, teachers get 1500.00; if the school meets 80-89%, teachers get 1000.00.

By Shooter

May 3, 2005 04:31 PM | Link to this

Cheryl: Thanks for your comments. Can you please tell me where I can access this information on bonuses connected to NCLB? I knew schools who did well received more federal funding but I didn’t know bonus checks from this money could be cut for the teachers.

By devil's advocate

May 3, 2005 04:32 PM | Link to this

Cheryl,

Well, the bonuses (or maybe boni) you describe may be available in APS, but they are not standard in Georgia. It sounds like some kind of local pay for performance. In many suburban counties, the expectation is simple that you make AYP: no reward for making it.

Currently the state of Georgia set a value for the tests for the students’ grade, but no systematic reward or punishment is in place for teachers. Some districts may choose to reward like you described, but it seems goofy to me: how could one teacher affect another teacher’s students test scores.

By Cheryl

May 3, 2005 04:47 PM | Link to this

Shooter: No problem. I didn’t know that bonus checks could be cut either, until my school got the money and teachers were told that our principal decided to cut bonus checks. YOu might want to try looking at the department of education website for information. From what I know, the longer your school continues to meet AYP, the bigger the school bonus check.

Devil’s Advocate: The bonuses -boni :0)-are definitely available in APS, and it is goofy. Since everyone in the building benefits so greatly money wise if the building posts high test scores, there is little incentive for people to report cheating. I didn’t understand the last part of your comment about how one teacher could affect another teacher’s students test scores. I do know that sometimes what happens is that administrators know which teachers are not going to cheat and they have the people who collect tests to erase and re-bubble correct answers to fix that teacher’s test scores. Crazy, isn’t it?

By LISA

May 3, 2005 04:48 PM | Link to this

Shooter:I’am not a reporter how ever I do know what I’am saying, and the facts or not base on just my sister alone!!!No she is not upset at all, It’s plenty of former educators who were in the Atlanta Public School System no longer there for similar reason!! the bottom line is this!!!APS DON’T WANT REAL EDUCATORS!!!who love the kids and will help them gain real wits and knowledge!!! they want ROBOTS!!! WHO DO AS THEY ARE TOLD!!!SLAVE!!

By LISA

May 3, 2005 04:55 PM | Link to this

THANK YOU CHERYL:I know some one beside myself know the truth!!! The reason for that!! to get the teachers to push!!! especially on the Southside of town.Cheryl once again Thank You for Confirmation.Peace Be Unto You Sister!!!

By Devil's Advocate

May 3, 2005 04:57 PM | Link to this

My last sentence should have read: how can one teacher affect another teacher’s students’ test scores?

I guess I meant that a teacher can only teach his or her kids, not the ones in the classroom next door. I like that the building-wide reward encourages teachers helping each other but I don’t know that the teachers who do make AYP with their students should not get rewarded because others didn’t get the job done.

It’s just sick and wrong for anyone to change students’ answers on a test. It falsifies the record of what the student might have learned, at some point probably keeping some kids from getting remedial help.

By JB

May 4, 2005 09:21 AM | Link to this

It’s not weather most, some, or few teacher’s cheat, for even if only one teacher or administrator cheats, the result can be a big change in the overall score of the school! Thus, the standard should be NO CHEATING! I have witnessed cheating on many levels and will site a few reasons, as few examples, and perhaps a few solutions!

The reason is very simple. Test scores are a reflection of the teacher’s and the administrator’s skills. Add to this the unfortunate elements over which they have no control; testing all children (even those with learning disabilities), language issues (the test is in english, the student is only 60% fluent), disruptive students who’s parents could care less so why should they, and several other factors, well, you have a system that fosters cheating to compensate for the unfairness of the system.

That being said, it still doesn’t make it right!

The most common form of cheating during the standardized test is very subtile. The teacher walks around the class and notices an incorrect answer, points to a word and says, “read that again,” or “is that a minus or a plus sign?” I have witnessed this each year for 15 years, while monitoring during testing week. Bringing this to the administrators attention doesn’t help. “They all do it” was the reply. In fact, this administrator was perplexed as how to bring the issue to the teacher’s attention without giving away they had been caught. Once a teacher felt very secure in actually teaching a student how to solve a math problem because they had not covered the material. AMAZING! Imagine a student who IS trying to do their best only to have the teacher walk beside them, notice a wrong answer and make a negative comment or grumble. Yes, I’ve seen it happen, many times!

As stated earlier, the system is set up for cheating to occur! A principal who is in charge of checking in the testing materials, ubder the disguise of making sure the student information is correct has so many temptations to check to see that a few of the answers they have memorized are also correct! It’s pencil and eraser, no brainer! A few changes in just a couple of classes will help bring about a 2 or 3 percent increase over the previous year, and all is well for another year! Once again, an attempt to make up for the unfairness of the testing requirements!

Before I suggest a few changes to offset these annual moments of self-preservation, I must suggest that if Einstein were taking these tests, his results would have shown a poor student, so, I’m not sure testing is the answer. In fact, I’m sure it isn’t! We should not wait until testing time to find out who is succeeding, be it student, teacher, or administrator! This is known well in advance of testing and should be addressed throughout the year!

Having said that, if we are going to test, then set up the system to reduce the opportunity for cheating. Have the administrators switch schools during testing week. Have teacher’s switch classes, or even grade levels during testing week. The tests have standards, with the same rules for each grade! It doesn’t take a 5th grade teacher to give a fifth grade test, same with administrators! Retailers hire independent inventory companies to take their inventories, why can’t schools do the same? The cost would be worth the true results! Yes, if we are going to require the testing, their are ways to make the temptation to cheat far less a temptation.

Unfortunately, as long as the results are a reflection of the test giver, in a system set up to disadvantage the test giver, then the temptation to have a direct impact on the results will always cause cheating.

By Trent

May 4, 2005 10:36 AM | Link to this

Cheating starts as a reaction to panic. Teachers, parents, politicians, and media outlets all play some role in fostering a sense of panic when it comes to testing. It may be subtle - a parent changing the routine, “You have to get to sleep early because you have that big test coming up.” It may be more overt - the teacher or administrator who constantly refers to the test, and likely refers to it in the negative, “If you don’t know this on the test…” It may be hysteria - the pundit screaming about how are test scores in math seem to be lower than everyone else’s in the world (as if there were a universal test that could accurately measure necessary skills across cultures). It may insanity - LISA!s overuse of the exclamation point!!!

Only after cheating is successful does it become a learned behavior. Why not drop the hammer as a consequence? Charge teachers who cheat with contributing to the delinquency of a minor. Charge students with theft of intellectual property. Yes, I am absolutely serious. It is a hard lesson, but we need to make sure that students learn that choices - even spontaneous ones - have consequences.

Finally, the best way to prevent cheating over the long haul is to make sure that there are multiple methods of assessment, and make sure that everyone knows it. This does not mean that the test will not matter, just that it will not be the do or die event that some make it out to be.

By David

May 4, 2005 10:48 AM | Link to this

Well…”most teachers may not cheat.” I hope that’s true, but I can assure you there is a lot of pressure put on us to make sure kids pass these test.

About 7 or 8 years ago (I don’t remember the exact year – someone at the paper could look this up) the association of school superintendents held a meeting in Atlanta. Many high school principals were also there. A speaker discussed “back loading” as an appropriate strategy for high schools to improve graduation test scores. My principal came back and instructed our faculty to start doing it. For you guys who don’t know what “back loading” is, it is where the teacher goes into the testing area with a paper and pencil and writes down every test question on the test, and then goes back and teaches those questions to the students who will be taking the test next year. You decide if this is cheating or not. This was presented to the entire association. Not one word of complaint was heard from any education professional or newspaper writer (I assume newspaper writers attent these gatherings). I refused to do this as I believed, if it was not illegal, at the very least, it was a violation of the code of ethics.

By LISA

May 4, 2005 10:49 AM | Link to this

Trent:Iam just being me!so if i make you uncomfortable, I would like to say what a waste of your time to even put energy on a exclamation mark.It’s not harming you or anyone in society!!the question was about the children!!!and the teacher!!! not my short coming!!!I wish grown ups will behave as one!! without being so Ph.d in correction.I understand now who and why our children act out so bad!!! STRESS FROM ADULT WHO NEVER DID NOTHING WRONG!!!

By Suzanne Oliver

May 4, 2005 11:19 AM | Link to this

Other than the topic of cheating, has anybody stopped to think about the “stress” on the students? That just got lost real quick. Not as juicy a topic. Their is an inordinate and amount of pressure on children and adolescents these days generally speaking in the schools. It is not developmentally appropriate according to psychologists and puts a big strain on families. The CRCT tests are emphasized entirely too much, especially at those good schools where setting an example is important, such as at my daughter’s school. Another branch of the diseased but towering No Child Left Behind which leaves my child, a good student, behind in many ways.

By Devil's Advocate

May 4, 2005 11:28 AM | Link to this

Suzanne,

How is it possible that testing is not “developmentally appropriate” in the US when most systems in Europe sort kids into professional tracks by the end of 8th grade?

I’m afraid you may have picked the wrong experts to listen to.

I don’t want to see kids tracked by the 8th grade, but passing a minimum competency test to be promoted shouldn’t really be that big a family strain if your kid is in a good school and on grade level.

If you kid can’t do the work for the test, what make you think she is ready to move on to the next grade? Why would you want her to?

By Suzanne Oliver

May 4, 2005 02:19 PM | Link to this

First, my child is in the Gifted Program and is an Honor Roll student at a very good school academically. She excells in extra-curricular activities as well. You are the only one who said anything about my child not being able to do the work. And, I have not listened to the wrong psychologists and psychiatrists just because you don’t like my opposition to No Child Left Behind. Sometimes laws or Acts may work well in Theory but not pan out so well in practice, especially for a certain group. You missed the point entirely. Generally with people who think as you do, it does little good to try and re-iterate the point which was broad and not just about the CRCT Test itself.

For the benefit of others, there are articles which state that too much stress is put on children and you can ask just about any parent about the level of homework given and how it has effected their child’s ability to “just be a kid” and have some downtime or playtime. Children are on meds, they are presenting a lot of anxiety, and are dropping out of outside activities in order to “stay ahead”, especially in Math and Science which are pushed. I’ve witnessed this firsthand for years, and talked with many parents and children. I am an educator as well. I have dabbled in research on this. It’s just my opinion, but it is slightly educated.

By Devil's Advocate

May 4, 2005 05:27 PM | Link to this

Suzanne, I apologize for any rudeness or insult to your child’s ability.

The particular words “developmentally appropriate” are a red flag to me. Usually, in my limited experience, the folks throwing around “developmentally appropriate” are the enemies of excellence. They want to play games rather than have teachers teach.

I took your observations about the stress to be limited to the testing itself. I acknowledge that students may be put under too much academic pressure. I’m sure that most gifted and talented programs also increase the pressure. Perhaps that’s some of the source of your child’s stress.

I don’t think that the minimum accountability measures put in place are the source of the pressure. Someday, we all might get there. In year 2012 when 100% of children are expected to be at grade level, some children will find it impossible. I base this on the understanding that human intelligence falls along normal distribution curve.

I don’t think that day has come. I also think that testing is the only way to focus on attention on what kids should be learning, how to best teach it, and how to measure if kids learned it. There may have to be some pressure because learning does matter. It’s not a game; school’s not just about “kids being kids”.

By Dan

May 5, 2005 08:31 AM | Link to this

Ann First of all federal funding is now based on the schools testing (thankfully), and the fact is many districts across the nation have used these tests for assessing teachers and administrators for years prior to NCLB. That is the genesis of the chicago example I cited above. Even if your district does not use that as a guide (not overtly anyway) don’t you feel a sense of pride when your students do well at these tests? Isn’t there some professional competitivness in the teachers lunchroom?. I went to HS in New York and we took Regents exams that were suppose to be college prep, every year the same teachers had higher passing rates, and even if it isn’t explicitly stated there is a subliminal benefit to having your students excel

By Dan

May 5, 2005 04:32 PM | Link to this

On the CNN websit today there is a story about 6 teacher being fired and 2 principles being demoted due to cheating on std tests. Now while this seems relatively small, the burden of proof to legally justify terminating someone is difficult to attain. Juries don’t understand the math. But rest assured if they found enough evidence to fire 6 there are 10 times as many who cheated but were slightly better at it

By Suzanne Oliver

May 6, 2005 12:42 PM | Link to this

Devil’s Advocate, Apology appreciated, and no hard feelings. I saw one of your posts I really liked elsewhere on this site, by the way.

“Developmentally appropriate” refers (at least in this case) to emotional, social, psychologial growth I believe rather than academic. There’s no doubt that these are legitimate components of all of our lives. Especially in the formative years. The well-respected child psychologist and other child psychiatrist were referring to all of it. Meaning pressure to succede on the tests when some don’t take tests as well as they learn. And, when some tests aren’t truly designed to measure ability and, even knowledge. Also, when so much is riding on the tests. But, more than that, we were discussing the amount and difficulty of homework which they considered not age-appropriate/developmentally appropriate. They knew this from their work as well as having two and three children, respectively in the public schools (happened to be in Fulton Co. where my daughter is). Also, from reports they have studied. They definitely are bright achievers and place a high value on a good education. They have children’t best interests at heart.

But, I don’t need any psychologist or psychiatrist to tell me that! I’ve seen it first hand with my child and students. Symptoms of anxiety, or low level burnout, etc. Of pure tiredness.

I did qualify it I think, but I did move beyond just the CRCT testing in my comments. Of course I agree that there have to be standards and a way to measure them. What is that phrase? The rub is in the nitty gritty? (No, that’s not it - sounds painful - if you remember, please tell me!) But, you get the point. The question is how to measure them, and what are the standards.

And, then, this is a whole other can of worms. Georgia’s test scores are low. But, some school system’s are high within GA. I can’t understand why my child has to bear the burden of bringing up the grades of the rest of Georgia. This is the reason that teachers gave me for why she could no longer find time to practice the piano like she really should or play outside ANY after school. In fourth grade. I have said I don’t WANT her to do any better in Math so as NOT to get into TAG Math. A’s are fine. Occasional high ‘B’ so she can continue dance and piano. And, her other TAG classes. She’s already doing pre-algebra, basically pre-calculus, etc. in 6th grade at that. Geometry was in 4th. Most parents will joke they stopped helping their kids in Math about 5th grade. (I stopped in 4th on a word problem that my daughter got - too embaressing).

There needs to be a way to truly address the problems that NCLB was to fix, but did not in educating the schools with low test scores so that children can read well, get to high school and college prepared, but well-rounded. Hopefully, that includes as much emphasis on L.A. as Math and Science which is not the case now. And, for the school districts who don’t have it, Music classes as part of the curriculum since, if it can’t be valued in itself, it makes children smarter and is proven to help them excel at Math.

If children are not at grade level they should not be promoted! However, time and time again they are promoted anyway! This caters to the pressure of NCLB I think and a school’s reputation. Then, high school teachers get students who can’t read and write. If children are not even at grade level, it is up to the school to do something about it. And, it’s pretty straightforward. I think students and parents would get the message pretty quickly. We don’t need another convoluted mess to figure out and pay for. Teach it, learn it, or we’ll see you in Summer School or next year. Whether that makes our school look good in the short term or not.

I wholeheartedly agree: It is not a game people!

By Dan

May 6, 2005 01:53 PM | Link to this

Not entirely sure I read your post correctly suzzane, but I think there is a cause and effect mixup NCLB is not causing unwarranted promotions it was intended specifically to prevent them. They have been happening for years due to psychobabblers. NCLB is trying to ensure students meet a minimum level of competency before moving on. Now of course doing so has created a situation where teachers and administrators may cheat to bolster the scores. But at least it is moving in the right direction