| Teachers are in a hotbed now. Not only are salaries | | | | visual deficiencies can be pinpointed as to severity. |
| and teaching positions frozen, but many are being | | | | Classrooms can then have a fair distribution of ability |
| fired due to budget constraints. School Districts and | | | | levels dispersed between classes. |
| Schools, not knowing how to get a handle on whom | | | | Any teacher should not be unlucky enough to inherit |
| to show the door, have tied standardized testing | | | | a classroom full of low performers, and then be fired |
| classroom scores to teacher worthiness and | | | | because they were tough to teach and failed to |
| instructional excellence. | | | | obtain immediate test results. |
| Teachers are being asked to "re-teach" what children | | | | My own research demonstrated that a classroom of |
| have not learned: like basic math facts, generally | | | | low performing fourth graders did not obtain a |
| taught in the third grade. With specific curriculum | | | | change in standardized test scores immediately |
| requirements for each grade level, it is difficult to go | | | | following a strong intervention. The results appeared |
| back and continually review, and then have enough | | | | a year later, when the students' scores were |
| time to teach the necessary basic skills for that | | | | reconfigured, and it was discovered there was |
| particular grade level. | | | | sometimes a latency effect with slow learners. Two |
| To top it all off, teachers, grades four and up, are | | | | years' later these two low-achieving classes passed |
| forced to spend several hours daily, four days a | | | | up a group of gifted students, achievement |
| week, to teach the standardized test mechanisms. | | | | score-wise because of my intervention. |
| This is not subject matter-content instruction; it is | | | | Moreover, should we fire the unlucky teacher who |
| merely test-taking mechanics on how to choose a | | | | had to wait a full year to see results from her own |
| multiple choice answer and move through the exam | | | | excellent teaching? And, ironically, the subsequent |
| in a certain amount of time. Struggling students often | | | | teacher receives applause and a bonus for the work |
| sit with a higher-ability level peer and mimic | | | | the former teacher conducted? |
| test-taking actions, not understanding the concept. | | | | Concurrently, students' learning abilities are not |
| What is not taken into consideration is that classroom | | | | predetermined, and the myriad of drill and practice |
| student ability level composition varies from room to | | | | subject matter computerized programs while they do |
| room. One class may have more "struggling" students | | | | some good, do not remedy the information |
| than another, placing that teacher at a disadvantage | | | | processing shortcomings. That is why we are caught |
| compared to another class of higher ability students. | | | | up in this academic achievement dilemma. |
| What is missing here is that each student's ability | | | | We spend time practicing the mechanics for |
| level should be pre-tested in the early elementary | | | | standardized tests, do not learn the subject matter, |
| grades, and carefully followed by the parents and | | | | nor are we retraining cognitive abilities so every child |
| teachers. That way, learning progress can be tracked. | | | | can be an efficient learner. With systematic early |
| Private assessment consultants can be identified for | | | | student ability retraining, teachers would be able to |
| parents' engagement, and brief group cognitive skills | | | | teach, students would learn what they are taught, |
| standardized test batteries can be administered by | | | | achievement test scores would systematically raise, |
| the school in early elementary years. Listening and | | | | and teachers will not have to be fired. |