RETURN TO HOMEPAGE
In Mr. Apthorpe’s letter, he portrays these tests as now being valuable and important to parents, teachers and students. But, what about the fact that:
• Parents and teachers still don’t get to see all the questions to know if the tests are valid.
• Parents and teachers don’t even know what exact questions students get right or wrong, making it impossible “to meet the individual needs of students” as Mr. Apthorpe claims.
• These tests are developmentally inappropriate verified by nearly 70% failure rate
• Test results are generally not received until after the new school year begins, making it impossible to assist students “for the start of school” as Mr. Apthorpe claims.
• Schools and districts are still evaluated based on these test scores thereby still forcing a teach-to-the-test classroom environment
• Focus and priority schools are still determined by these test scores thereby still forcing a teach-to-the-test classroom environment
• Receivership is still based on these test scores thereby still forcing a teach-to-the-test classroom environment
• These NYS tests are only decoupled from teacher evaluations for a short moratorium period and will soon be used again for teacher evaluations
• Teachers are still evaluated based on local tests during the moratorium period thereby still forcing a teach-to-the-test classroom environment
• Curriculum is still implemented in line with NYS tests thereby forcing a teach-to-the-test classroom environment
• These tests are very expensive and take funding away from programs that could truly help student learning
• These tests are still administered every year and have not yet been reduced to administration only once in grade 4 and once in grade 8 as parents have demanded.
These tests are NOT valuable to students.