Worcester School Funding Blog

Even the bloggers go on vacation sometimes, and the past two weeks were when this one was away.

Unfortunately, this meant I wasn't even in this time zone when the Business subcommittee met regarding (among other things) the use of that extra teacher money. I've checked in, and they are recommending that the money be used to fund two middle school positions (to the tune of $135K), per the administration's recommendation, with the remainder being held until September, to keep elementary class sizes down.

If you feel the money should be spent otherwise, or have any other interest in this, you might drop them a note before their meeting Thursday.

And that's Thursday, August 21, in the City Council chamber at 4pm.

It isn't posted online yet, but if you go here tomorrow (?), we've got a column on the Readiness project in the Telegram and Gazette today.

It's still open for final confirmation, but it looks as though the Business Subcommittee will be meeting next Wednesday, August 6 at 11:30 am.

Subcommittee meetings are held in the Durkin Administration Building, room 410.

When Governor Patrick comes to town, perhaps he'll hear from people like this, a teacher who came to the meeting in Milton, reprinted here with her permission:

Wednesday, July 23, 2008

Good Morning, Governor Patrick,

Thank you for putting so much time and effort into the Town Meetings. It was really informative and enjoyable to listen to you and the other speakers. I was grateful for the opportunity to address the crucial high-stakes testing issue in response to the Readiness Report.

You mentioned Monday evening those teachers who really get involved in the lives of their students. Sadly, one of the losses of MCAS is the mindset that students should be seen as unique. Much as we would hope never to see neglect in our schools, it is neglectful when teachers are expected to get those scores up and let everything else be secondary. Many teachers are still valiantly trying to keep education as a child-centered endeavor, both here in Massachusetts and nationally.

The effects of MCAS testing began concerning me as the numbers of tests increased, up to nine for fifth graders, the media attention became frenzied, real estate values were advertised on the basis of test scores, the tests came earlier and earlier in the school year (now beginning in March), and the MCAS requirement for graduation came into effect.

An unsettling "new reality" came into most Massachusetts schools. I realized I needed to know much more about NCLB, high stakes testing and the "realities" of "reform."

Since then I have read over twenty books on school testing, educational history - including various "reform" movements and vast amounts of research, attended lectures and followed schooling in America as newly-defined in the media and on the internet, and spoken with dozens of teachers. So when I speak of issues, it is from the perspective of a student of high stakes testing, as well as professional educator. My concerns are the issues of high stakes testing as general phenomena here and in America's schools.

If you could just sit in a room with ten or twenty teachers - those of us who actually have to participate in the MCAS process, you would be very shocked to hear what the testing actually means "on the ground." Speak with those of us who have no "horse in the race" - no agenda of self-advancement - and listen to the reality of what is happening in the schools, in general. I'm speaking of a conversation with those of us who have been giving these tests for the ten years since they began.

There is so much more to the high-stakes testing saga. The narrowing of the curriculum is a reality in many schools and it is most intense in those communities which are struggling with education and poverty and discrimination. The effects of the pressures on teachers to produce scores are palpable, at times crushing. There is often injustice for students with special needs, challenging home or health situations, or from racial or ethnic groups which have not had open access to educational opportunity.

To maintain focus on real learning in the classroom when schools must basically "shut down" for so many days of testing during the months of March, April, May and June, is a challenge in itself. By "shut down" I would cite as examples, libraries, offices and other spaces closed for service so that students with special needs can receive proper accommodations such as one-on-one testing, extended time for testing, etc. Specialists such as special needs teachers, speech/language, occupational therapy, literacy staff must be utilized to provide those special accommodations. Since they can't be two places at one time, other special education services may be compromised.

Perhaps the very worst effect is portraying to children that learning is not about seeking knowledge for understanding. It is not about curiosity and problem solving. It is not learning to change the world. Rather the false image of learning as successful scores on tests has taken over many schools.

Again, a heartfelt thank you for your respect and time at the meeting in Milton. I have attached a copy of my statement.
Ann B. O'Halloran

Next Wednesday, July 30, Governor Deval Patrick will be bringing his cabinet to Worcester to hear from the public.
If you have something he needs to hear, on education or otherwise, this is the place to do it!

The Massachusetts College of Pharmacy-Worcester
Fuller Conference Hall
25 Foster Street, 9th Floor

at 3pm

For those who may have noticed some differences in the public schools under NCLB...this principal is in Ohio, but what he says applies in Worcester, too:

He's sorry that he spent thousands of tax dollars on test materials, practice tests, postage and costs for test administration.

Sorry that his teachers spent less time teaching American history because most of the social-studies test questions are about foreign countries.

Sorry that he didn't suspend a student for assaulting another because the attacker would have missed valuable test days.

Sorry he didn't strictly enforce attendance rules because all absences count against the school on the State Report Card.

He's sorry for pulling children away from art, music and gym, classes they love, so they could learn test-taking strategies.