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NOT teaching to the test

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JudyandharryS_at_TeacherArtExchange
Date: Wed Oct 13 2004 - 14:57:21 PDT


Maybe I should transfer across the line to Virginia!
Judy S

    Correction to This Article
Bailey's Elementary School for the Arts and Sciences is in the Falls Church
area of Fairfax County. The headline on the Oct. 12 Marc Fisher column
mistakenly said the school is in Falls Church.

Falls Church School Won't Teach to the Test

By Marc FisherTuesday, October 12, 2004; Page B01
Teachers grumble and moan about how politicians' love affair with tests has
turned education into a grim mission to teach creative young minds how to
darken the ovals completely and neatly.
Parents complain about the lost arts and athletics, the exciting labs and
imaginative lessons that schools cut out to make way for classes on the art and
science of taking standardized tests.

But rarely do public schools take a stand on behalf of the children left
behind by the very law that promises to carry them forward.
This summer, Bailey's Elementary School for the Arts and Sciences in Falls
Church put down a marker. A letter sent to every parent said teachers are being
forced to spend "valuable instructional time preparing students to take the
Standards of Learning tests, to the exclusion of activities that extend and
deepen student learning, integrate the arts with content, and allow students to
develop and pursue their own questions."
The letter said Bailey's, which as Fairfax County's first magnet elementary
school attracts immigrant families from its Culmore neighborhood and more
affluent families from across the county, will still teach children how to think
like scientists and historians, even though "this is not what standardized tests
measure or encourage."
The letter was more than an ideological tract. It was a warning to parents
that in the next few weeks, they may find their school declared failing under
the federal government's No Child Left Behind protocols.
The problem is that about 77 percent of Bailey's students are immigrants,
many of whom come to school knowing little or no English. The law requires the
school to bring an ever higher percentage of those students up to grade level
each year. Bailey's, like most schools with large populations of poor or
non-English-speaking students, isn't hitting its numbers.
"It's an ax hanging over our heads," says Jean Frey, the principal, who has
to explain to parents that if Bailey's is declared failing, the county could
fire its teachers, and families would have the right to transfer to another
school.
"I have no problem with being accountable," Frey says. "As a citizen, I want
these kids to grow up to be literate problem-solvers." But she will not
shutter her science lab, pull the plug on theatrical productions or tell teachers to
scrap a literature discussion to drill kids on test facts.
"The testing itself is enormously time-consuming," Frey says. "We give up
over two weeks in May to the tests. So the rest of the year, we try very hard not
to do 'SOL Prep Time,' like many schools do. How important is knowing how to
fill in ABCD? I don't do that very often as an adult."
This is a school that remains open to experiment even while wearing the
straitjacket of No Child Left Behind. It has just completed a five-year "looping,"
in which one class stayed with the same teacher from first through fifth
grades, producing powerful emotional bonds. While many schools hack away at the
arts to focus on test-taking skills, Bailey's has a busy black-box theater, a TV
studio in which students produce a daily newscast and four visual arts
teachers.
Reaction to Bailey's defense of its approach has been almost uniformly
supportive. David Itkin, father of a second-grader, called the letter "eloquent and
brave." Other parents have encouraged teachers to follow their passions in
their lessons. And more than twice as many families apply for a spot in Bailey's
magnet program as can be admitted.
Still, "it's going to look like we're a failing school when really we're a
model school," says teacher Stephanie Fillman. "And that makes us really angry
because we know what we're doing is right."
"Right now, we're judged by our attendance rate and English and math scores,"
Frey says. "How about parent satisfaction? Student progress?"
To keep Bailey's test participation numbers high enough to avoid the failure
tag, Frey had to make children who had just arrived from other countries sit
down and fill out bubbles.
"I would love to hear what they said at home that night," she says. "They
were totally mystified. One child could say 'Hello' and another just waved;
they'd been here one week and 10 days. But I had to make them sit here for two
hours, three days a week, filling in circles so we could hit the 95 percent
participation target. What a waste."
Next: A city school tackles testing.

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