Weingarten Gives Credence to the BloomKlein Testing Myth

12PM UPDATE

Ed Notes has been pointing out for over 10 years that the UFT/AFT is for the testing craze and it extends back to Al Shanker's jumping on board the Nation At Risk Report in 1983. That is why they speak empty words about NCLB which they supported. Ed Notes brought resolutions to the Delegate Assembly and wrote extensively on this issue from 1996 on. At one DA I spoke about the evisceration of the curriculum in elementary schools, especially in science and social studies and the place broke into applause - and that was a year or more (my memory sucks) before BloomKlein came on the scene.

From the June 27 NY Times article on the teacher surveys:

Ms. Weingarten conceded that it had been “a good year in terms of academic success for kids.” Indeed, on Monday, she stood by the chancellor’s side to celebrate the striking gains the city’s students had posted on state math and reading exams. But on Thursday, Ms. Weingarten used the survey to suggest that climbing test scores were not enough. “Let’s focus on educating the whole child, not simply on test results,” she said.

Was Weingarten focused on educating the whole child when she supported and lobbied for a merit pay plan than does the exact opposite by funneling money to teachers based on test scores?

You do see the game she plays. Say one thing and do another. Stand next to Klein when he gets the bogus Broad prize or brags about phony test scores and try to claim some credit, but then turn around the next minute and say, "oh my, all those tests." Weingarten says one thing to teachers and parents - "too much testing, too much time practicing, it is the curriculum, "etc. but stands next to Klein to help legitimize the sham.

It's all about obfuscating the issues to confuse people.

Call this playing both sides against the middle - which is where the interests of teachers who see first hand the testing sham that is going on. Why didn't the UFT survey ask whether teachers believed the test scores were real? Did they think it was easy? Relaxed rubrics? Full-time practice that could pump up scores? How about giving a random sampling surprise test the 2nd week of September to check on what was retained?

Expect more of this obfuscation on the national level - she will use carefully parsed language to give the impression she agrees with you but then do something to totally contradict herself. Watch the role she plays and what she ultimately accepts when NCLB gets discussed again. As long-time Randi watchers, the Ed Notes crew can pretty much write the speech now.

What will never take place is a democratic discussion in any official body of the UFT as to what the position of the UFT/AFT should be.

My school applauded itself last week

A Brooklyn elementary school teacher writes:

My school applauded itself last week when we got back the ela and math scores. I even felt somewhat proud of one of my 5th grade SETSS kids who has an extreme math disability. For the first time in her school testing career, she received a Level 2 on the math test. Maybe all of her (and my) hard work paid off. Hours of practicing counting by 2's and 5's. Great Leaps for math facts, manipulative's for number work, mnemonics to remember when to regroup and how to round numbers to the nearest 10's and 100's, etc.etc.

So I asked her to do some review work and gave her a few subtraction problems. Guess what. She forgot when to regroup.Then she did some number rounding. She could do it after I reminded her how.

I still am proud of my student because she tried very hard and has learned a lot this year. She knows the importance of doing what you believe is right and not falling prey to peer pressure when it will have a negative outcome. She is beginning to think about what it means to "grow-up" from a little girl to a 'teenager". Her taste in reading has widened and she enjoys spending time with books more then ever before.

But she still can't subtract with regrouping even if she got a Level 2.