This morning I sent both of my boys off to the same school, but they had two very different days ahead of them. Younger was packing up his bag with quiet activities – a book to read, a notebook to scribble in – because he would be refusing his PARCC test. This is the third day in two weeks that he would have to sit for the first 90 minutes of his school day twiddling his thumbs.
Older Son, on the other hand, had his 8th grade science project presentation today. A huge day – one that has been a benchmark since his first year of middle school. He was packing his bag with reports, models, and items he had used in his experiment. He was practicing his speech and worrying that he would forget all the tests he’d done. His excitement and nervousness were palpable. I was teary and bursting with pride as I watched this handsome young man head to the bus stop.
When Older first got to middle school we went to the 8th grade science fair. Judging from that night, I thought I’d be working on this project with him for weeks. They looked so elaborate, so detailed and involved, I imagined how complicated going through this process would be. I expected nagging, tearing around town for last-minute supplies, lots of tears and drama as I
painfully forced calmly helped him get it done.
The truth was completely the opposite. Older Son worked on this project with his partner for weeks. They got together after school, made their own schedule, urged me to get on board when I wasn’t paying enough attention to their needs, and generally handled everything themselves. They spent one easy afternoon doing their tests and then invited friends over to run a second round. The result was good data, an amazing looking display, and a great experience with project planning and organization.
This is real education. The kids were allowed to choose their own experiment or project based on their interests. They were given a timeline and guided on how to plan and achieve all the steps they needed to finish. They had to write a theory and use scientific method to prove or disprove it. They experimented and then evaluated their data so it could be presented in a clear and attractive way. They had unexpected results that led them to ask more questions.
The learning from the science project will remain with my son because, among other things, it taught him a valuable skill in life: think for yourself. My other son was enduring the polar opposite through his experience with the PARCC test.
As I’ve become more involved in fighting PARCC, I’ve heard horror stories from parents. Kids who were forced by teachers and administrators to take tests even after their parents refused. Kids coming home in tears after being told they didn’t have to take the tests and then being coerced them to take them after all. Kids who normally receive classroom support on a special education plan taking tests – that are completely beyond their capability – without the help of their paraprofessional. Parents being lied to about the legality of what’s happening in their childrens’ schools. Teachers whose right to free speech has been essentially revoked by corporate interests. The testing companies are counting on parents to continue not thinking for themselves.
My sons get a good education when their teachers are in charge of what they’re learning. I was crowing last week when Younger Son came home with a permission slip for a field trip to the symphony to see Stravinsky’s “The Rite of Spring.” Sure, the kids won’t get it. They’ll spend more time jostling around in their seats than listening to the music. But maybe they’ll remember something. The form came with a flyer explaining how revolutionary the ballet was and how people almost rioted during its first performance. The conductor explained that “this is one of the most important pieces of music ever written” and how Stravinsky was a rebel. I feel like my children today are having to continue that tradition just by refusing to take a test in their school.
The tale of my two kids on this beautiful spring day was the difference between real education and corporate education. Our obsession with applying a business model to our schools strips teachers of their credibility and turns our kids into child labor for testing companies. Even in the face of everything we know about brain science, and more and more real evidence that our children need variety and spontaneity to learn, we are still quietly accepting that businesses know more about education than our teachers do. This is wrong, and it has to stop.
I urge anyone in MA to write to their house representative in support of the bills listed on this page: Mass Teachers and Parents United