I did a casual Amazon search for math curriculum that might help guide me in teaching my son at home. I wasn’t looking for anything particular, but one of the top results caught my eye. It was a DK book series called Math Made Easy. The previous link takes you to the second grade book, but all the books tout the same “benefits” of buying this book including:
- Prepares your child for standardized tests
- Supports National Council of Teachers of Mathematics Standards
- Builds math confidence
- Includes parental notes and answers
So the number one reason to buy this book is to prepare your child for standardized tests. It isn’t until number three that the book purports to help your child in any way! And this is a book intended to be used at home to practice skills learned in school, according to the description. That makes sense. The major skill taught in school is to do well on standardized tests. Forget curiosity. Forget the deep desire to engage in real learning. Nope, learn how to answer test questions. That’s all that matters, so why focus on anything else?
When one starts looking at curriculum products, it becomes apparent that the main selling point is that the products promise to prepare children to do better on Common Core assessments. Take the Ready New York CCLS products from Curriculum Associates. Of course their product provides “rigorous” instruction. But they go on to say “It Works!”:
In states like New York that are already using the program, Ready is already making a huge, positive impact. A recent study in New York found that schools using Ready had a signiﬁcantly higher percentage of students achieving proﬁciency on the new 2013 Common Core state assessment than schools that did not use Ready.
There you have it folks. If your goal to to produce students with higher test scores, then Ready might be your product… at a price, of course.
Let me switch gears here for a moment and talk about one type of assessment that students are being prepared for in school. These are state-approved, third-party computer-based assessments that schools in NYS are required to use. They are often used for pre-testing, post-testing, and various benchmarking along the way. We already know that our schools have spent more to implement Race to the Top mandates than they received through the grant program. Part of the spending goes toward the purchase of a chosen assessment system. My school chose STAR, a product by Renaissance Learning. But this expenditure isn’t a one-time deal. These assessments require more computers and bandwidth, with constant maintenance and upgrades. The software itself is already becoming obsolete and Renaissance Learning is kind enough to offer current STAR customers an “affordable upgrade” to the latest STAR 360 products. Where does it stop? And when is enough simply enough? As far as corporate profiteering is concerned—never. And until the testing obsession stops, we cannot expect to stop spending for the latest technology and software to support the testing.
Read more about why I opted out of STAR assessments here.
Read more about these types of tests and the considerations about refusing them here.
And, more about these tests here.
The desire to produce successful test takers has led to various forms of celebratory dances, psyche-you-up songs (here’s another) (and another) (and yet another), the promise of special parties, and threats to take away privileges if students opt out. At my school, children in one grade were rewarded with over-sized, fake $10 bills for every ten points they raised their STAR score. The sad part was that the children were quite aware of where they stood in comparison to their peers.
New York State made history this year when approximately 200,000 students refused to take the state tests in grades 3-8. This boycott isn’t likely to subside anytime soon, but in addition to this type of opt out, we need more parents to ask serious questions about all types of testing being done in school and evaluate the so-called merits of these tests. Furthermore, we need more parents to say no to these unnecessary standardized tests and pound the nail into the coffin of corporate influence in our schools. If no one takes the tests, the assessment products are no longer needed as well as the supplemental test prep products and everything else tied to the culture where test scores currently reign supreme.