Seriously? Grades are worthless? Touchy-feely is better than grades?
It appears that the Harris-Walz campaign to embrace “joy” has taken hold among educators in L.A. The Los Angeles Unified School District (LAUSD) voted 4-3 to allow 10 schools to opt out of standardized tests and test preparation beginning in the 2025-26 school year. LAUSD President Jackie Goldberg declared the move was a blow to “corporate America” and would restore the “enjoyment of education.”
We have previously discussed how schools have been dropping the use of standardized tests to achieve diversity goals in admissions. That trend continued this month with Cal State dropping standardized testing “to level the playing field” for minority students. I have long been a critic of this movement given the overwhelming evidence that these tests allow an objective measure of academic merit and have great predictive value on the performance of students.
Many colleges and universities are returning to standardized testing after the much acclaimed abandonment of the tests for a more “holistic approach” to selection.
However, public educators have continued to lower proficiency requirements and cancel gifted programs to “even the playing field.” The result has been to further hide the dismal scores and educational standards of many public school districts.
Goldberg lashed out at the “testing industry” which tends to expose the continued failure of public education to give these students a fighting chance in society. Rather than look at their own failures over decades to significantly improve scores, Goldberg said that she “hoped” the resolution would “begin to change how we look at student assessment.” In other words, students would be assessed without looking at how they actually perform on tests with other students.
Tests, it appears, are just a buzz kill for teachers and students alike:
“Because the whole goal of life became not the love of learning, not the enjoyment of education, not the exchange of ideas, but whether or not your school could move up on its test scores. For at least 20 years, I have found that repugnant.”
It shows, Ms. Goldberg, it shows.
The retiring Goldberg has always been more focused on increasing budgets than improving scores. Her website declares
“California is the world’s fifth richest economy. There are 157 billionaires here who pay almost nothing in taxes. There is no excuse for why New York spends $29k per pupil while we spend $16.5k. It’s time to tax the great wealth in this state and re-invest in our children!”
That appears to be one statistical score that Goldberg does find relevant as a measure of education.
Others at the meeting noted that they have failing enrollments and this will not help.
I previously wrote about how public educators and teacher unions are killing public education in America.Many of us have advocated for public education for decades. I sent my children to public schools, and I still hope we can turn this around without wholesale voucher systems.
Teachers and boards are killing the institution of public education by treating children and parents more like captives than consumers. They are force-feeding social and political priorities, including passes for engaging in approved protests.
As public schools continue to produce abysmal scores, particularly for minority students, board and union officials have called for lowering or suspending proficiency standards or declared meritocracy to be a form of “white supremacy.” Gifted and talented programs are being eliminated in the name of “equity.”
Once parents have a choice, these teachers lose a virtual monopoly over many families, and these districts could lose billions in states like Florida.
This is precisely why school systems are facing budget shortfalls as families vote with their feet. These families want a return to the educational mission that once defined our schools.
L.A. will pursue a program under which they appoint a “lead teacher” for additional professional development from Community School Coaches and the University of California Los Angeles Center for Community Schooling. They will focus on an effort to “integrate culturally relevant curriculum, community- and project-based learning, and civic engagement” into their programs. The “relevant” curriculum would not include actual standardized testing.
It promises more the same. Bringing “joy” back to schools will come without the accountability of standardized testing.
For teachers, such tests are decidedly not joyful since they expose their own failures and set goals for improvement. Now they can just “assess” students as successful and send them along their way.
Public schools across the country will continue to fail inner city children and leave them in the same crushing patterns of poverty. In Baltimore, a survey found that forty percent of schools did not have a single student proficient in math. Rather than reverse that trend, the schools are just waiving the tests and graduating the students.
What is so frustrating is reading about failing school systems lowering proficiency standards and claiming that it is better for minority students.
American education faces the perfect storm. Despite record expenditures on public schools, we are still effectively abandoning students, particularly minority students, in teaching the basic subjects needed to succeed in life. We will then graduate the students by removing testing barriers for graduation. Then some may go to colleges and universities that have eliminated standardized testing for admission.
At every stage in their education, they have been pushed through by educators without objective proof that they are minimally educated. That certainly guarantees high graduation rates or improved diversity admissions. However, these students are still left at a sub-proficient state as they enter an increasingly competitive job market and economy.
Any failures will come down the road when they will be asked to write, read, or add by someone who is looking for actual work product. They will then be outside of the educational system and any failures will not be attributed to public educators.
As I have previously written, if we truly care for these students, we cannot rig the system to just kick them down the road toward failure. It is like declaring patients healthy by just looking at them and sending them on their way. We have the ability to measure proficiency and we have the moral obligation to face our own failures in helping these kids achieve it.
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