Posted In: Educator Voices, Uncategorized, Washington
by Amanda Litvinov
Teachers at Seattle’s Garfield High School took a courageous stand on behalf of students when they voted unanimously in early January to boycott the Measures of Academic Progress (MAP), a standardized test they say is deeply flawed and should not be used to measure student progress or evaluate educator performance.
Take Action ›
Support the Seattle educators in their boycott of a test that does more harm than good to students and educators! Click here ›
But according to a Seattle Times report, Garfield High School administrators acting on the order of the superintendent of schools will administer the test beginning today, though they “are not happy about it.”
Garfield teachers and the Parent Teacher Student Association are continuing the boycott, along with educators from other Seattle schools, despite the superintendent’s threat of disciplinary action.
Find out what you can do to support these brave educators. Simple actions can speak volumes: Sign their petition; propose a solidarity resolution from your union or other organization; or contact Seattle Superintendent Bonda directly to express your support of the educators boycotting the MAP test. Join in tomorrow’s National Day of Action by “wearing red for ed” and spreading the word on Facebook.
“Educators across the country know what’s best for their students, and it’s no different for our members in Seattle,” said math teacher and National Education Assoiation President Dennis Van Roekel. “We know that having well-designed assessment tools can help students evaluate their own strengths and needs, and help teachers improve. This type of assessment isn’t done in one day or three times a year. It’s done daily, and educators need the flexibility to collaborate with their colleagues and the time to evaluate on-going data to make informed decisions about what’s best for students.”
Van Roekel added:
If we want a system that is designed to help all students, we must allow educators, parents, students and communities to be a part of the process and have a stronger voice in this conversation as they demand high-quality assessments that support student learning. Off-the-shelf assessments that are not aligned with the curriculum or goals of the school are not the answer.