Learning is Knowing what Questions to ask.

By Angela Engel 

"....As the business community delves into the complexities of education, they may want to look a little more deeply at the tests that are driving everything in education.

I first administered the Colorado Student Assessment Program (CSAP) test to my fourth grade students in 1997. High stakes testing was the reason I left the classroom and the reason I have not returned.  Why? Because I knew that a year’s worth of “Joe’s” writing is a much greater indicator of his writing ability than one CSAP essay graded by a temp worker.

Hearing “Lisa” discuss character development in a literature discussion with her peers or reading her annotated notes is far more revealing than how she answered the question, “Who is the main character in this paragraph?”

A: Dick

B: Sally

C: Rover

D: All of the above

Reviewing questions that “Mike” generated on his own from a science experiment on volume tells much more about his understanding than how he answered question number thirteen on the state assessment.

In real life, the questions aren’t given to us. The most important part of learning is knowing what questions to ask. 

What we learned from the recently released CSAP scores was the same thing we learned from the first tests: That students who have more opportunity and resources do better than students who do not. Socio-economic-status is the number one correlating factor to test scores.

We also learned that high-stakes testing does not better prepare our children for college. Remediation rates are three times higher than when No Child Left Behind was signed by Congress.

The class of 2011 — the first class to graduate under high-stakes testing — showed an 11 percent increase from the previous year in the need for college remediation, according to the Colorado Commission on Higher Education.

It is simple, really. The students who have been educated under the umbrella of high-stakes testing did not get the opportunity to fall in love with books or to develop their own writing style and voice. They were too busy memorizing testing terminology and mastering test-taking strategies to engage in serious reading or writing on interesting concepts that have meaning in their own lives.

State assessments did not close the achievement gap as promised. Instead, we traded educational opportunity for data spreadsheets, and now there are twice as many children in poverty. The number of homeless schoolchildren in this state has more than tripled in the past 10 years — from 7,000 to more than 23,300 students last school year.

Meanwhile, the majority of our elected representatives continue to insist that learning can be forced on students with the “right” test. They argue that teachers will do better if their evaluations are tied to the tests, as if educators care more about their own ratings than they do about the kids they serve day in and day out.

While Colorado spends another year choking on the data, classrooms grow larger and teachers and school counselors become fewer. Test prep and remediation courses have replaced music, art and PE, after-school programs, and field trips. Still we wonder why kids will not stay in school and more are diagnosed with anxiety and depression. Students are now being tested in preschool and kindergarten, despite all evidence that standardized tests in early grades is developmentally inappropriate.

Now, the Colorado state Board of Education  has adopted the Common Core, yet another set of standards now being implemented in schools where some haven’t been able to afford new text books for decades.

Standardized tests are not an accurate measure of what students and teachers can do. Even if they were, the purpose of education is not to measure human capabilities, the purpose is to advance them. Millions of taxpayer dollars have been wasted on testing reforms that have diverted our time, attention and resources away from addressing the opportunity gap and infusing innovation.

Parents do not need school performance ratings based on a test; they need schools that are safe, happy, holistic, and promote personal, real learning. Teachers do not need a test to tell them how they or their students are performing; they need tools, resources and time.

And business does not need future employees who are experts at shading bubbles.

Denied enrollment for refusing CSAP

By Nina Bishop

My son is crushed and has cried most of the evening. I held my ground and stood firm against what I believe is wrong, against my rights as a parent and as a citizen of the United States and we were denied entrance to Rocky Mountain Classical Academy

Clearly, they can teach the Constitution but just don’t believe in it. They fail to see the hypocrisy of what they’ve done. They teach the Constitution and Bill of Rights but don’t practice it. This is exactly what we fought against during the Revolutionary War; taxation without representation. My kids were in school on count day and RMCA received funding partly because my kids were there.

Part of $50 million plus we waste on CSAP testing and all the other standardized hogwash came from taxes that I paid.

Yet, I have no rights as a parent or an American when it comes to the education of my children. It’s in essence, taxation without representation and to hell with the Constitution! I have no rights and you have no rights and our children belong to the state.

It’s all about the testing not about our kids or our rights as parents to guide their education; so stated by the Supreme Court and Colorado Revised Statute 22-1-123-(5) (a). Schools don’t tell parents their rights; it would ruin test scores.

RMCA is a charter school that my kids have attended for the last two years. We’ve opted out of testing before and were not denied entrance. The new principal, Ms. Fogler, was unconcerned that my son has a 504 Plan due to anxiety and Asperger’s characteristics. She’s unconcerned that denying him entrance will cause him more harm than it would cause the school.

My son is gifted, he reads way above his grade level and his vocabulary is huge. He’s a science sponge and a creative writer but needs a 504 Plan under the Americans with Disabilities Act. RMCA will take students with lower GPA’s, behavior problems and from out of district but will not take my son because we refused standardized testing; not only due to my son’s condition but because it’s wrong and all the constitutional and educational evidence supports my case.

RMCA deduced his gifted abilities; he has no behavior problems and is a high achiever. Two of his teachers from RMCA wrote letters of recommendation for his admittance into an education augmentation program at UCCS. It’s all testing; that’s all that counts. The students and parents don’t count and have no rights. I thought we lived in the United States of America; I must be wrong. I guess the school, the district and the state are King George and we’re still part of England!

The thing that makes me infuriated and deeply sad is that by teaching my son that we have rights as Americans and we have to stand up and defend those rights; he’s no longer allowed to attend the school of his choice with his friends. It was a very hard lesson to learn at age 11; that your school and your government is filled with hypocrites.

When did it become acceptable or permissible for testing to come before the betterment of the student? When did Americans become so passive and complacent that we let the powers that be strip us of our rights? That’s okay…we’ll take this lesson because in 7 years my son becomes a voter! Lesson well learned."
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Also Read: Millions paid for recycling tests

Illustration: President Obama's trampling of the constitution

Parent mis-information night

So tonight I went to a CSAP parent information night at an elementary school in D6.  This school receives Title 1 funding and so a state sponsored "parent facilitator" was on hand to give basic information on CSAP, collect parent signatures(why??), and then turned the presentation over to a teacher at the school.   I have to say, I was concerned by what this teacher was telling parents.  Some highlights:

• the tests are timed, so parents may want to time their children at home doing homework or chores to get used to CSAP


• techniques to help your child "de-stress" at school and home as a result of the testing


• CSAP scores stay with your child through high school and may determine their placement in classes


• the importance of a high protein breakfast to sustain your child through the grueling testing process.  No breaks, they're going to need it!


• If a child completes the test and has even as much as 30 minutes to spare, she must put her head on the desk.  No using the bathroom, even in an emergency.


• CSAP scores hold principals, teachers, and students(!) accountable.

First of all, if "de-stressing" techniques must be employed, that might be a red flag that something is not quite right.  These are elementary students!

If students really are being placed in ability groups based on CSAP scores, that is plain wrong.  I hope that this is not accurate, but who knows?

On the accountability...maybe, possibly, if I thought CSAP was a good thing, I could see holding teachers and principals accountable for scores.  I absolutely do not, by the way.  But the kids?  Come on!  How is this one, apparently very stressful test(see de-stressing above), going to give an accurate picture of what a student knows?  Please.

What's even more distressing is this:   It was held at a Title 1 school.  Half of the parents attending did not speak English.  A Title 1 school has a higher population of students living in poverty.  The parents attending, English speakers or not, are not the parents who know how the school system works.  They do not have the experience, time, or ability to delve into the inner workings of education.  They don't know how to work the system, so to speak.  They trust that schools are doing the best thing for their kids.  And I feel like they were intentionally mislead.  I wonder how many walked away thinking CSAP is more important than it actually is.  That it will mean something to their kids or help them later in life.  It won't.  The state and our district has taken advantage of these parents.  If there was a presentation like this at one of the higher income schools, you can bet that parents attending would have some serious questions about CSAP.   As far as I know, the higher income schools don't have CSAP information nights, not like this anyway.  I wonder why?

Also noteworthy:  the teacher did not let parents know that CSAP scores dictate how much recess their kids get or the way it shapes the curriculum.

But all hope is not lost!  I, and devoted children's advocate, Conny Jensen, were there to hand out flyers about an upcoming CSAP presentation by Angela Engel.  Hopefully, they will come.  You should, too!   From the flyer:

What’s the big deal about CSAP?  It’s just a test, right?  Well, there may be more to the story…

Where do the tests go to be graded and by whom?   Where does the CSAP come from and how much does it cost to administer these tests?    What information do the tests actually reveal?   How do CSAP scores shape education and instruction in schools?  Does the emphasis on standardized testing really help our schools improve?

Please join us to find out more about CSAP and why it may not be the best way to evaluate our schools.  Denver author Angela Engel, Seeds of Tomorrow, Solutions for Improving Our Children’s Education, will give a presentation on these questions and more.  Mark your calendars for Sunday, February 13^th from 1:00 pm to 3:00 pm at Centennial Park library.  There is no cost to attend and all are welcome.

Angela Engel is a parent and advocate for children, families, and public education.  She was a teacher and administrator for Douglas County Schools.  Her work with state legislators has led to policies that improve learning and opportunities for Colorado children.  She recently co-founded Uniting 4 Kids, a national organization whose mission it is to unite the capabilities of teachers, parents, and students.

It's harder now that it's over

The fight for Friday Fun at Meeker has officially been lost.   Students, teachers and parents have been overruled in their efforts to retain a 30 minute a week non-academic enrichment program.  After months of meetings, collecting signatures in support of the program(343!), talking with other parents, and finally, formally appealing to the school board, the answer is no.    Dr. Ranelle Lang, superintendent, and Dr. Dana Selzer, chief academic officer for D6, met with another parent and I to inform us of their decision.

Honestly, this meeting was good.  Dr. Lang and Dr. Selzer were friendly, respectful and very straightforward in explaining to us the reasons for the denial.  Some of the reasons were expected; CSAP scores, no time for it in the schedule, etc.  Others included factors I had not considered; can't add the time on Mondays because of the contract with the Greeley Education Association and the actual number of instructional hours in each day after lunch, recess, specials, transition periods, etc., is only 5 1/2 to devote to the core subjects.

Dr. Lang made clear that her job is the academic success of the students in the district.  This is her focus.  It's obvious to me that we have a superintendent who cares deeply about making that happen.  The path she has chosen to take the district in is one that she believes will bring that success; success as defined by our state and federal government and even within the perceptions of the general population.  She told us that almost every minute of the school day needs to be used for academic instruction.  Dr. Lang did not mince words when she acknowledged she is responsible to the community, the school board, and the state for our CSAP scores.  Indeed, that is a heavy weight.

I was able to put myself in her shoes as a result of the conversation.  Even the most powerful administrator in the district is held captive by CSAP, for better or worse.  Obviously, in my opinion, it's  for the worse.   Although I understand the reasons given for denying Friday Fun, the fact remains that we're talking about 30 minutes a week.  I still don't believe it's too much to ask.  I absolutely believe there is a place for non academic, free form enrichment in a school setting and that it's really essential to academic success.

Imagine how valuable that time might be for a struggling student who has had all the literacy and math he can stomach for the week.  It's a chance to try something new, think in a different way, find something else he's good at, latch on to something that he can find value in right now!  How might that affect his future schooling?  If he has been given the opportunity to explore content areas that aren't measurable on any test and he excels at those things, it might really give him a sense of belonging in school and boost his confidence.

I'm beginning to understand, in a way I didn't before, that Friday Fun was never going to happen.  The stakes are too high, the path too narrow, the consequenses too dire(especially with the inevitable advent of teachers being evaluated on their students' CSAP scores).   While it is within Dr. Lang's power to give us Friday Fun, I can see from her point of view why she wouldn't.  I disagree, but I feel like I understand her better.

This is public education.  This is the machine.  And I'm worried that it won't get any better in terms of educating children in ways that honor them as creative, inquisitive people, no matter what the test scores are.  When I say it's harder now that the fight for Friday Fun is over, it's because I realize that it will take so many people to change the system.   We are all responsible for what's happening.  We've elected the politicians that have started this ball rolling.  We parents and community members rely far too much on standardized tests to tell us if schools are good or not.  We've all demanded accountability.    This, right here, is the result.  30 minutes a week of engaging, exciting learning for kids, gone.   It's the definition of unintended consequences.

What if??

I came across this article about what might happen if whole communities refused to let their kids take the state standardized tests.  In our case, CSAP.

It's interesting to think about.  As a parent, I'm coming to realize that most of the things I dislike about our public schools are a direct result of the emphasis of this test.  And that's not a knock against our school board, not really.  I understand they are under extreme pressure from the federal and state government to tailor our school system to get "results".   That is, increasing test scores.

A narrow curriculum, limited recess and hands on learning time, no time for teachers to grab hold of teachable moments and elaborate on what may perk students' interest, one size fits all lesson plans that teachers have no control over, kids learning to read but not learning to love reading...these are all consequences of teaching to the test.  So what do we do?  Children could be getting a better education if the government just backed off.    Private schools are not held hostage to government mandates and can teach their students in meaningful ways.  Why should that type of education be a privilege?