High Stakes: Children, Testing, and Failure in American Schools

High Stakes Testing, Poverty, and Failure in American Schools is a critical ethnography of one year in one of the most impoverished schools in America. Redbud Elementary School in Redbud, Louisiana has 611 students, 95 percent of whom qualify for free breakfast and free lunch. Many of the children who attend Redbud are the poorest of the poor. Their homes are substandard and include trailers, shotgun houses, and housing project apartments. Some lack electricity, running water, and flooring. Most of the children, 80 percent of whom are African American, live with a single parent, an aunt, or a grandmother who hold minimum-wage jobs. Many of the children do not receive medical or dental care. Their neighborhoods teem with alcohol and drug abuse. Several pupils have witnessed shootings and other types of violence. Louisiana was the first state and is now one of eight states in the nation that mandates failure and grade repetition for elementary and middle school students who do not pass an end-of-year high stakes test. The authors taught third and fourth grade full time for one school year at Redbud Elementary, and this book tells the story of that year. Three major themes are addressed throughout the book: the grinding effects of acute poverty on all aspects of life, the negative consequences of the continuing drive for higher test scores in public schools, and the unreasonable demands placed on children, teachers, and administrators. Other issues surface in the book: the rising growth of for-profit ventures feeding off the accountability movement, the developing alliances between policymakers and corporate profiteers, and the federal government's increasing domination of public schooling. Readers may note similarities between Redbud Elementary and underfunded public schools in their own states. The story of Louisiana's Redbud typifies the unfolding national tragedy in the way poor children are being 'educated' because of self-serving political and corporate interests.

History

Johnson, Dale D.

Johnson, Bonnie

Americas

Rowman & Littlefield Publishers

High Stakes Testing, Poverty, and Failure in American Schools is a critical ethnography of one year in one of the most impoverished schools in America. Redbud Elementary School in Redbud, Louisiana has 611 students, 95 percent of whom qualify for free breakfast and free lunch. Many of the children who attend Redbud are the poorest of the poor. Their homes are substandard and include trailers, shotgun houses, and housing project apartments. Some lack electricity, running water, and flooring. Most of the children, 80 percent of whom are African American, live with a single parent, an aunt, or a grandmother who hold minimum-wage jobs. Many of the children do not receive medical or dental care. Their neighborhoods teem with alcohol and drug abuse. Several pupils have witnessed shootings and other types of violence. Louisiana was the first state and is now one of eight states in the nation that mandates failure and grade repetition for elementary and middle school students who do not pass an end-of-year high stakes test. The authors taught third and fourth grade full time for one school year at Redbud Elementary, and this book tells the story of that year. Three major themes are addressed throughout the book: the grinding effects of acute poverty on all aspects of life, the negative consequences of the continuing drive for higher test scores in public schools, and the unreasonable demands placed on children, teachers, and administrators. Other issues surface in the book: the rising growth of for-profit ventures feeding off the accountability movement, the developing alliances between policymakers and corporate profiteers, and the federal government's increasing domination of public schooling. Readers may note similarities between Redbud Elementary and underfunded public schools in their own states. The story of Louisiana's Redbud typifies the unfolding national tragedy in the way poor children are being "educated" because of self-serving political and corporate interests.

High Stakes: Poverty, Testing, and Failure in American Schools

High Stakes brings the voices of students and teachers to our national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding that impede the instructional work of teachers, especially those who serve children of poorer families.Redbud Elementary has no playground, no library, no hot water, and no art classes. Ninety-five percent of the children qualify for a free breakfast or lunch. Most of the children live with a single parent or relative; some live in homes without electricity, running water, or floors. The authors, who moved from comfortable college professor positions to teach in a poor school district, offer an eye-opening examination of the daily school lives of children who live in crushing poverty and teachers who work under extraordinary stress. Their tale is at times heartbreaking, heartwarming, or infuriating. They explain why many recent educational reforms are off track and argue for more meaningful reforms that can empower teachers and students and better meet the challenges of our communities and the national interest.This second edition updates the story of Redbud Elementary and takes a hard look at the national expansion of accountability from preschool through college. A new final chapter focuses on the national effects of the No Child Left Behind Act as well as states' experiences with mandates and the role of big business in the testing process. This edition concludes with coverage of the so-called silent professionals and opposition to high-stakes testing, and a consideration of the future prospects for American education.

Politics & Social Sciences

Social Sciences

High Stakes brings the voices of students and teachers to our national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding that impede the instructional work of teachers, especially those who serve children of poorer families. Redbud Elementary has no playground, no library, no hot water, and no art classes. Ninety-five percent of the children qualify for a free breakfast or lunch. Most of the children live with a single parent or relative; some live in homes without electricity, running water, or floors. The authors, who moved from comfortable college professor positions to teach in a poor school district, offer an eye-opening examination of the daily school lives of children who live in crushing poverty and teachers who work under extraordinary stress. Their tale is at times heartbreaking, heartwarming, or infuriating. They explain why many recent educational reforms are off track and argue for more meaningful reforms that can empower teachers and students and better meet the challenges of our communities and the national interest. This second edition updates the story of Redbud Elementary and takes a hard look at the national expansion of accountability from preschool through college. A new final chapter focuses on the national effects of the No Child Left Behind Act as well as states' experiences with mandates and the role of big business in the testing process. This edition concludes with coverage of the so-called silent professionals and opposition to high-stakes testing, and a consideration of the future prospects for American education.

Trivializing Teacher Education: The Accreditation Squeeze presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that NCATE's "stamp of approval" makes a difference in teacher preparation programs or in beginning teachers' competencies. There is evidence that NCATE is masterful at self-promotion, marketing, and aligning itself with policy-makers and politicians.This book illustrates the questionable NCATE processes and requirements and exposes the exorbitant costs accrued by universities seeking NCATE accreditation. It points out that the NCATE standards do not address the major issues that impact teaching and learning. The book highlights NCATE's support of teacher testing in the face of evidence that such tests lack predictive validity. It shows how NCATE is reaching out to accredit for-profit organizations and how it sends its evaluators to review international programs in the Middle East. The book calls on NCATE to make the professional backgrounds of its examiners, reviewers, board members, and staff transparent. It addresses the attention teacher educators must devote to mindless, trivial NCATE demands that usurp time that should be spent on their students and their research. This book urges teacher educators, college faculties and administrators, state education officials and legislators, parents of school-age children, and concerned citizens to open their eyes to this powerful organization, NCATE, and to examine what it has done to teacher education in the last half century.

Trivializing Teacher Education: The Accreditation Squeeze

Education & Teaching

Ness, Daniel

Farenga, Stephen J.

Schools & Teaching

Trivializing Teacher Education: The Accreditation Squeeze presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that NCATE's 'stamp of approval' makes a difference in teacher preparation programs or in beginning teachers' competencies. There is evidence that NCATE is masterful at self-promotion, marketing, and aligning itself with policy-makers and politicians. This book illustrates the questionable NCATE processes and requirements and exposes the exorbitant costs accrued by universities seeking NCATE accreditation. It points out that the NCATE standards do not address the major issues that impact teaching and learning. The book highlights NCATE's support of teacher testing in the face of evidence that such tests lack predictive validity. It shows how NCATE is reaching out to accredit for-profit organizations and how it sends its evaluators to review international programs in the Middle East. The book calls on NCATE to make the professional backgrounds of its examiners, reviewers, board members, and staff transparent. It addresses the attention teacher educators must devote to mindless, trivial NCATE demands that usurp time that should be spent on their students and their research. This book urges teacher educators, college faculties and administrators, state education officials and legislators, parents of school-age children, and concerned citizens to open their eyes to this powerful organization, NCATE, and to examine what it has done to teacher education in the last half century.

Higher & Continuing Education

Stop High-Stakes Testing: An Appeal to America's Conscience

Stop High-Stakes Testing: An Appeal to America's Conscience is a compelling indictment of the use of high-stakes assessments with punitive consequences in our public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding, racism, and classism—all factors that contribute to this dire situation—are discussed in depth. The authors make a convincing case for discontinuing the unjust testing that has been forced on our nation's public school children.

Johnson, Dale

Farenga, Steve

Stop High-Stakes Testing: An Appeal to America's Conscience is a compelling indictment of the use of high-stakes assessments with punitive consequences in our public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding, racism, and classism_all factors that contribute to this dire situation_are discussed in depth. The authors make a convincing case for discontinuing the unjust testing that has been forced on our nation's public school children.

The Importance of Average: Playing the Game of School to Increase Success and Achievement

The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.

Farenga, Stephen

The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.

See the best price to sell, buy, or rent books by Johnson, Bonnie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Johnson, Bonnie

See the best price to sell, buy, or rent books by Johnson, Bonnie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

High Stakes: Children, Testing, and Failure in American Schools

High Stakes: Children, Testing, and Failure in American Schools

High Stakes: Poverty, Testing, and Failure in American Schools

High Stakes: Poverty, Testing, and Failure in American Schools

Trivializing Teacher Education: The Accreditation Squeeze

Trivializing Teacher Education: The Accreditation Squeeze

Stop High-Stakes Testing: An Appeal to America's Conscience

Stop High-Stakes Testing: An Appeal to America's Conscience

The Importance of Average: Playing the Game of School to Increase Success and Achievement

The Importance of Average: Playing the Game of School to Increase Success and Achievement