In both my May Experience course on education documentaries and my foundations in education course, we view and discuss the 2008 HBO documentary Hard Times at Douglass High:
Shot in classic cinema verité style, the film captures the complex realities of life at Douglass, and provides a context for the national debate over the controversial No Child Left Behind Act, focusing on the brutal inequalities of American minority education, considered an American tragedy by many.
Although many scenes are powerful, one in particular remains disturbingly relevant in 2015: The camera captures with a voice-over students taking the standardized test that is being field-tested for students (no stakes), but will be high-stakes for the school and teachers; many of the students are shown with their heads down, essentially making no effort on the test.
Hard Times ends by noting that the administration has been replaced and Douglass High (Baltimore, MD) joins one of many narratives that too often we read about in the on-going era of high-stakes accountability: failed schools, schools “taken over” by the state, closed schools.
A few years ago, I was working on an Op-Ed for The State (Columbia, SC), but I was challenged about my outline of the accountability movement in South Carolina by the editor. Just for context, I began teaching in SC in 1984, when the first implementation of accountability began, linked to higher teacher pay, greater educational funding, and the start of the standards/high-stakes testing movement.
The editor insisted that accountability was a child of the late 1990s, but I was able to send her links to the first SC laws in the late 1970s and explained my own life as a teacher at a school where we were actively teaching to the exit exam in the early and mid-1980s (including double-tracking students in math and ELA courses as tenth graders to help them pass the tests to graduate).
What do these two topics above have to do with each other?
For thirty years, journalism addressing education and more specifically education reform has been inadequate to the point of being a huge part of the education reform problem.
Take for yet another example this piece from The Hechinger Report (and a repost in Education Week): Stakes for “high-stakes” tests are actually pretty low.
The maps, data, and serious tone are likely to have masked the flippant headline as well as terse “gotcha” lede: “It turns out that the stakes for this spring’s Common Core-aligned tests are not quite as high as they might seem.”
Seems all that opt-out nonsense and teacher caterwauling has been for naught, right?
Just as I suspected. As the article clarifies early, “both sides” are truly out-of-bounds:
“I think the stakes are either overstated or understated depending on which side of the argument you’re on,” said Chris Minnich, executive director of the Council of Chief State School Officers. “Both sides need to take a step back and just take a look at this map.”
As one point of concern, however, let’s consider another piece in the same publication: More than 5,000 Mississippi third-graders could be held back this year for low reading scores:
Results of the new third-grade reading test announced Thursday that aimed to make it tougher for students to advance if they don’t read at grade level could mean 15 percent of the test-takers will repeat third grade.
Some 38,000 public school students took the Third-Grade Reading Summative Assessment, widely known as the “third-grade gate,” created under state law to address lagging reading skills and prevent the practice of “social promotions.”
I wonder how these children being mis-served by callous legislation refuted by decades of research on grade retention and rejected by the National Council of Teachers of English feel about flippant and misleading journalism? [1]
Where has the mainstream press examined that grade retention doesn’t have “two sides,” but one very clear position supported by evidence?
Where has the mainstream press examined that standardized testing remains biased against racial minorities, the impoverished, English language learners, special needs students, and females?
Where has the mainstream press exposed that the entire accountability era has failed?
Don’t bother looking, the mainstream media is too busy being snarking, inadequate, and lead by the nose in the era of press-release journalism that has coincided with educational accountability.
The press is a willing participant in the “miracle” school lies, as long as they are about charter schools [2], but quick to vilify teachers who cheat.
Journalists serve as bridges between a more technical and complex world (political, academic, etc.) and the general public, many of whom spend little time beyond the headlines and a few sentences at the beginning and maybe the handy-dandy charts, graphs, and maps.
So let me return to the claim that “both sides” are misrepresenting the stakes surrounding the on-going accountability/standards/testing game that has now lingered for thirty years in the U.S.
Please, mainstream media, identify for me and your audience any states in which accountability/standards/testing are not ultimately geared toward high-stakes for students, teachers, and schools? (Note: That data point, by the way, would be 0).
And since all aspects of accountability are linked ultimately to high-stakes, in what way is this incomplete, misleading, and snarking “report” helping anyone—especially the children who have been and are now having their lives irrevocably changed due to inexcusable legislation with no basis in solid research?
The original breezy piece now includes an UPDATE, but even so, the essential problem remains that most people will see only the headline, maybe the lede, and then the maps. The conversation has been established by this piece even to its shoddy conclusion that includes a convenient Oliver North passive voice evasion:
All of which is to say, yes, the tests are important. Decisions will be made based on how students perform on them [emphasis added]. But the vast majority of states will use the scores only as one measure in a web of other factors when making staffing decisions. And most states have no plans to use the scores to make student advancement decisions.
Although the process would probably be pointless since journalists are trained to chase “both sides” (which tends to be one side that is credible and then another that is not), this piece could have been saved to some degree by talking with educators and assessment experts who could share that in the evidence around exit exams, grade retention, and teacher evaluations linked to test scores, a clear pattern has emerged: even when test scores are “one measure in a web of other factors,” those scores either distort that “web” or ultimately become the determining factor in that “web.”
As I have detailed before, at universities that use a “web” of factors to determine college admission, the SAT, even when weighted low, serves as a gatekeeper as those “other factors” cancel each other out. In other words, “one measure in a web of other factors” is a political scam being perpetuated by a non-critical press.
In the accountability game, this reality is even uglier since there is only one constant in the standards/testing movement: the standards and tests are constantly changing.
If anyone wants to begin to understand the dual disasters which are the accountability movement of recent history and the historical failure of providing children of color and impoverished children the educational opportunities they deserve, I suggest avoiding the mainstream press and simply spending some time with Hard Times at Douglass High.
The documentary is a hard watch, but its stark and complex examination rises above simplistic and breezy claims that trivialize children and educators in ways that occur daily in mainstream education journalism.
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[1] See Retaining 3rd Graders: Child Abuse, Mississippi Style and Mississippi Reader.
[2] See Bruce Baker’s excellent The Willful Ignorance of the NJ Star Ledger.
“Corner Stone” Speech, Alexander H. Stephens,Vice President of the Confederate States of America, Savannah, Georgia, March 21, 1861
Ken Burns: Flag issue is not about heritage
Hey white southerners, let’s talk about our Confederate heritage, Matt Comer
“The face of racism today is not a slaveowner”: Eric Foner on the past and present of white supremacy, Elias Isquith
White support for the Confederate flag really is about racism, not Southern heritage, Spencer Piston and Logan Strother
Editorial: Remove Confederate flag this week [Greenville News]
The South’s Heritage Is So Much More Than a Flag, Patterson Hood
Commemorating North Carolina’s anti-Confederate heritage, too, Timothy B. Tyson
dr. p.l. (paul) thomas 