Guest blog from Jodi Mackley. Jodi is an advocate for public education, BLM curriculum, and creative writing for all students. She taught secondary English in the same public school district for 30 years, and now enjoys “retirement” in a much smaller (though public) school setting.
Next month, I may have to give the MStep test to my high school students, most of whom are English Language Learners. This is my first year teaching them. I don’t need to spend a week or more discouraging them with badly written test questions (which I did not create, do not see ahead of time and won’t get to see afterward). %#*!? is what I have to say about that.
Do ELLs really have to take this test?
Can ELLs get support?
Are ELLs scored the same as non-ELLs?
Heck, who is the bottom-line-authority forcing all kids to take this test? And why can’t caring adults cry out for transparency, change, revolution? For some answers, I went to the Migration Policy Institute for some facts. Only one statement stuck with me:
“Michigan administers the MStep for accountability purposes.”
Accountability? Sounds like someone has been naughty. Is it me? I know it’s not my students. They are the last ones to complain about tasks thrust upon them. It’s true. They are happily embracing their American freedoms.
We expect language learners to be English proficient within six years. Really? Are the test makers fluent in other languages? Can they read culturally biased questions, writing answers in their second language? Did they go to school in another country, with another language, arriving with deep trauma? My students did.
They are amazingly resilient, and they deserve TLC (all kids do), not timed multiple choice questions on dead British writers and essays to write about visiting United States National Monuments they’ve never heard of. Many are grieving loss of home and life, due to ISIS or another warring faction. Yet test we must.
The powers that be try to make it look do-able: “Students are considered on track if they meet their personalized growth targets from one year to the next.” The state then offers two (rather inflexible) ways to calculate what is “on track,” being oh so generous to students who just arrived in the U.S.
They do not have to take the ELA MStep, but they do have to take the Math MStep. Or take them both the first year, but exclude from accountability–until the following year (for measurement purposes, of course). Does any of it help ELLs succeed? I’d like to measure that.
Let me be clear. Teachers already test and analyze their students. But the State and Nation (group 1) have allowed purveyors of data/ corporate money-makers/ tech. industry (group 2) in the door, and they’ve run wild. (Shh…I also think these two groups are linked.)
This invasion is fueled by fear and division–as American as sour apple pie. Claims of “failing schools” are as misleading as the reason many broke into our nation’s capitol on January 6th. Much needs repair.
“Michigan administers the MStep for accountability purposes.” Teachers are in the line of fire, even though we are expert test makers, takers and evaluators. We’d like to see a structured, transparent system of school improvement, one including teachers’ voices and roles. But in my 35 years as an educator, there has never been a one-size-fits-all that worked. To make matters worse, testing was the worst of them all.
Only one truism cannot fail: Trust educators.
Yes, educators. Principals and staff who lead schools along the path of teaching and learning, and when allowed, adventure. I remember the beauty of bonding as a school community, practicing citizenship and leadership, holding each other’s happiness and health in high priority (as a teacher). I remember recess, several times throughout the day. Assemblies. Field Trips. Good lunches with fresh food, not the truckloads of frozen boxes from chain-titan Chartwells (as a student).
Yet over the past decade, the purveyors of data and greed have sold us not only insipid food, but insipid curriculum, standardized tests and even standardized teacher evaluations. The results: reprimands, mistrust, unnecessary hierarchies, and severely disengaged students long before the pandemic.
The data collectors cannot measure “soft” skills, nor do they want to. Joy and balance have been forced out. They sell us “Grit” and other racist, classist lessons, but nah. In many schools the system is just as bad as the beliefs, probably worse.
I have never met a Social Emotional Learning program that passed the purveyor-of-power test. When life’s lessons are seen through a lens of white privilege, the message is not only lost, it was never there. Yet there is still hope.
We need to stop whoever pulls the levers, catching them in the act of benefiting financially or otherwise. These purveyors of greed see education as a business with a bottom line. Anyone else wonder why an 8th and 9th grade PSAT was recently developed? (cha-ching$) The main cause of “losing profit”: Teacher salaries (and benefits). Why else are fingers pointed at teachers, and not others? %#*! I still don’t have the answers.
In the meantime, cancel the damn test.