8/30/2016 EverythingYou'veHeardAboutFailingSchoolsIsWrong

EverythingYou'veHeardAboutFailingSchoolsIsWrong
Attendance:up.Dropoutrates:plummeting.Collegeacceptance:throughtheroof.Mymindblowingyearinsidea"lowperforming"school.
ByKristinaRizga|WedAug.22,20126:00AMEDT

"SPEEKEENGLISH,TACO,"THEGIRLwiththegiantbackpackyelledwhenMariaasked
wheretofindabathroom.Thebackpackgiggledasitbounceddownthehall.Ithadbeenhours
sinceMariabeganlookingforabathroom.Angerboiledinsideher,butshedidn'tknowany
Englishwordstoyellback.Thatwasthehardestpart.BackinElSalvadorshe'dalwayshad
somethingtosay.

Thebellrang.AfloodofshouldersandsneakersswirledaroundMaria,andshecouldn'tsee
muchuntiltheseaofstrangersstreamedbackintoclassrooms.Thenshestoodaloneinthe
hallway.

ItwasMaria'sfirstdayatschool,herfirstweekintheUnitedStates.HermiddleschoolinSan
Franciscowasthebiggestbuildingshe'deverseen.ItwasbiggerthantheentireBestBuystore
she'dwalkedthroughinaweonherfirstdayinthecity.

Eventually,Mariafoundherwaytoclass,aspecialsettingforSpanishspeakingnewcomers.
ThereshewouldpracticeEnglishwordsforcolorsandnumbers,learnhowtointroduceherself
IllustrationbyJonKrause
andhowtosaythankyou.Byeighthgradeshewasmovedintomainstreamclasses,whereshe
struggled.Itdidn'thelpthathermathteacherstartedeachclassbysaying,"Okay,mylittledummies."Hespokereallyfast.Marianeverraisedher
handinhisclass.

OnedayMariastoppedbytheadministrativeoffice,lookingforsomeonetohelpherwithmultiplication.Shetookherspotinlinebehindamiddle
agedwomanwhochattedwithherinSpanishastheywaited.Mariasaidschoolwasreallyhardforher.Thewomantoldhernottoworry."Latinas
usuallydon'tfinishhighschool,"shesaid."Theygotoworkorraisekids."

Thewomanwasright,statisticallyspeaking,andMaria'smiddleschoolexperienceallbutensuredshe'djointhe52percent[1]offoreignborn
Latinoswhodropoutofhighschool.ShegraduatedfromeighthgradewithoutlearningtospeakEnglish.ShehadahardtimewritinginSpanish
anddidn'tknowhowtomultiply.

Andtheneverythingchanged.AtMissionHigh,thestrugglingschoolshe'dchosenagainsttheadviceofherfriendsandrelatives,Mariaearned
highgradesinmathandsomedayscaughtherselfspeakingEnglishevenwithherSpanishspeakingteachers.By11thgrade,shewrotelongpapers
oncomplextopicslikedesegregationandthewarinIraq.Shebecameaddictedtowinningdebatesinclass,despitehershynessandheavyaccent.
Inherjunioryear,shebecamethegototranslatorandadvocateforhermother,heraunts,andforotherLatinokidsatschool.InMarch,Mariaand
herteacherswerecelebratingacceptanceletterstofivecollegesandtwoprestigiousscholarships,includingonefromDaveEggers'writingcenter,
826Valencia[2].

ButonthebigstateteststhedayslongmultiplechoiceexamsthatstudentsinCaliforniatakeonceayearMariascoredpoorly.Andthese
standardizedtests,sheunderstood,werehowherschoolwasgraded.Accordingtothescores,MissionHighisamongthelowestperforming5
percent[3]ofschoolsinthecountry,andithasconsistentlyfailedtomeettheeverrisingbenchmarkssetbythefederalNoChildLeftBehindAct
[4].Thelawmandatesuniversal"proficiency"inmathandreadingby2014adeadlinethatweighsheavilyoneducatorsaroundthenation,since

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schoolsthatdon'tmeetitfacestiffpenalties.

ITWASWITHTHESEPENALTIESonhismindthatMissionHighprincipalEricGuthertzgotreadyforworkonemorningin2010.Itwashis
wife'sbirthday,andalsothedayCaliforniawassupposedtoreleaseitslistof"persistentlylowperforming"schoolsschoolsthatthestatedeemed
asurgentlyinneedofimprovement.Asheputonhistie,herecalls,"Itoldmywife,'Ihopewedodgedthatbullet!'ButIwaskidding,becauseI
wasconvincedwewouldn'tbeonthatlist.Andonmyridetoschool,Iwasfeelingbadfortheprincipals"whowould.

Itwasn'tlongafterhegottotheofficethatthephonerang.Itwasthedistrict.Missionwasonthelist.

Guthertzwasinshock.Histeachershadbeenworkingsohard,hethought.Whatwouldtheysay?Howabouttheparents,thestudents?Where
wouldhegetextraresourcestobringupthenumbers?Mission'stestscoresandcollegeacceptancerateshadbeengoingup.Butforpurposesofthe
list,thatdidn'tmatter.

Afewmonthslater,Guthertzgotanothercallfromthedistrict.Thisonewasof
thegoodnews/badnewsvariety:Asalowperformingschool,Missionqualified
foradditionalfundingbutonlyifitagreedtoundergoamajorrestructuring[5].
Optionsincludedreplacingtheprincipalandeitherrevampingthecurriculumor
replacinghalfthestaffclosingtheschoolorturningitintoacharter.Guthertz
hadbeenpromotedtohisjoblessthantwoyearsearlier,andthedistrictwas
allowedtoreportthischangetothefederalgovernmentasareplacementofthe
principalaloopholethatboughtMissionsometime.ButSanFrancisco'soldest
comprehensivepublichighschool[6],foundedin1890,wouldstillhavetoshow
MariaarrivedatMissionbarelyspeakingEnglish.Bythe
dramaticgrowthinscoresby2014orfacemoreinterventions,includingpossible
timesheleftshe'dbeenadmittedtofivecolleges.Photoby
closure.
LianneMilton
AroundthesametimethatGuthertzwasdigestingthisnews,Iwascalling
educationofficialsinsearchofaschoolthatwouldletmespendtimeinsideitsclassrooms.IwaslookingforagrassrootsviewofAmerica'slatest
runatschoolreform:Howdoweknowwhenschoolsarefailing,andwhyisitsohardtoturnthemaround?Isthecloseto$4.4billionspenton
testingsince2002withscoresnowusedforeverythingfromdecidingteacherpaytoallocatingeducationbudgetsgettingresults?Isallthatdata
helpingusfigureoutwhatreallyworks,orseducingusintofocusingonlyonwhatthetestscanmeasure?

Ifyouwonderwhyyouhaven'treadmanyaccountsofhowthesequestionsareplayingoutinreallife,there'sareason:It'seasierforajournalistto
embedwiththeArmyortheMarinesthantogobehindthescenesatapublicschool.Ittookmonthstofindonethatwouldletmeplayflyonthe
wall.OnceGuthertzopenedthedooratMission,ittookmonthsmoreforsometeachers,waryofdistortionandstereotyping,towarmtome.Inthe
end,I'dspendmorethan18monthsinMission'sclassrooms,cafeterias,andadministrativeoffices,finallywatchingtheClassof2012includinga
beamingMariashowofftheirdiplomas.

Thesurprisesbeganalmostrightaway.JudgingfromwhatI'dreadabout"troubled"schools,I'dexpectednoisy
I'dexpectednoisy classrooms,hallwayfights,anddisgruntledstaff.InsteadIfoundawelcomingplacethatmanystudentsandstaff
classrooms, called"family."Afterafewweeksoftalkingtostudents,Ifailedtofindasingleonewhodidn'tliketheschool,

hallwayfights,and andmostoftheparentsImetwerehappytoo.Mission'sstudentandparentsatisfactionsurveysrankamongthe
disgruntledstaff. highestinSanFrancisco.

InsteadIfounda Oneofthemostdiversehighschoolsinthecountry,Missionhas925studentsholding47differentpassports.The
welcomingplace, majorityareLatino,AfricanAmerican,andAsianAmerican,and72percentarepoor.Yetevenastheschoolwas
satisfiedstudents beingplacedonthelistoflowestperformingschools,84percentofthegraduatingclasswentontocollege,
andparents,and higherthanthedistrictaveragethisyear,88percentwereaccepted.(Nationally,32percentofLatinoand38
an88percent
collegeacceptance
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collegeacceptance percentofAfricanAmericanstudents[7]gotocollege.)Thatsameyear,MissionimprovedLatinos'testscores

rate. morethananyotherschoolinthedistrict.Andwhilesuspensionsareskyrocketingacrossthenation,theyhad
gonedownby42percentatMission.Guthertzhadseendropoutratesfallfrom32percentto8percent.Wasthis
whatafailingschoollookedlike?

WHENMARIATURNEDTHREE,SHEstoppedhearingthevoiceofhermotherinthemornings.Nooneexplainedwhereshe'dgone,but
whenMariawasseven,hergrandmotherexplainedthathermomhadcrossedthreeborderstofindworkinCalifornia.Mariaandherolderbrother
wereraisedbyhergrandparentsinthevillageofSanJuanLasMinasinElSalvador.TheirauntAngelicacametovisitwhenshecould.

Mariadoesn'tremembermuchfromthosedaysexceptforherauntie'ssoft,soothingvoice.Angelicahadtwochildrenofherown,butshedidn't
mindwhenMariastartedcallingher"mom."WhenAngelicaleft,Mariakepttoherself.Hergrandparentswerebusygrowingvegetables,raising
cowsandchickens,andlookingafterMaria,herbrother,andfourcousins.

AngelicaranacornerliquorstoreinSanSalvador,twohoursaway.Tostayinbusiness,shehadtopayofftheMS13gangeachmonth.Theyleft
heralonemostofthetime,exceptthedaytheyshotoneofhercustomersinthestore.Mariawasthere.Apieceoftheman'sheaddroppedonher
foot.

AngelicalovedescapingthecityforLasMinas."I'mlikeyou,Maria.Likealittlegirl,"sheusedtosaywhentheyplayedsoccertogetheror
climbedthemangotrees.

Mariarememberseverythingaboutthedayofherauntie'sfuneral.Angelica'stallbodyinalightwoodencoffinbesidethekitchentable,surrounded
bycandles.Thescentofwaxgivingwaytothesmellofbeerandstickysweatasthedayworeon.The20strangersinthehouse,theirshiny,
shirtlessbodiescoveredintattoosofletters,numbers,anddevil'shorns:symbolsforMS13.Asthehousegothotter,themen'svoicesgrewlouder.
Theystartedplayingpoker,roaringattheirownjokes.

Maria,now12,wasprayingnearthecoffin.Shecouldseeherauntie'sdarkhairthroughthewhitelacecoveringherface.Ithadbeenaweeksince
she'dlastheardfromher."Don'tworry,"Angelicahadsaid."I'lltakecareofeverything.I'llpayoffMS13."

MakingtheGrade
Butshecouldn't.Shedidn'thaveenough
money.Threedaysafterthatcall,shewas
foundattheentranceofaSanSalvador
hospital,nakedandbarelyalive.Thedoctors
saidshe'dbeenrapedandtorturedfordays.
Therewasnothingtheycoulddotosaveher.

Mariatriedtofocusonpraying,butthemen
who'dinvadedhergrandparents'housegot
louder,throwingcardsacrossthetableand
spittingonthefloors.Mariagatheredher
courageandwalkedtowardthem."Be
respectfulorgetoutofmyhouse!"she
shouted.Themen'sheadsturned.Forafewmoments,thehousewasquiet.Thenthemenstartedlaughing.

TheyleftonlyafterAngelicawasburied,andthey'dtakenallofMaria'sgrandparents'money.

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"Whydon'tyoucometoAmerica?"Maria'smotheraskedheronthephoneaweekafterthefuneral.Shehadbeentalkingtoheraboutcomingto
theStatessinceshewasseven."I'dalwayssayno,"Mariarecalls."Ilovedmyauntiemorethananything.Ididn'twanttobeinanyothercountry
butmine.Butwhenmyauntiedied,Ihadnoonecloseleft."

MariawastheyoungestpassengeronthebuscrossingElSalvador,Guatemala,andMexicotowardCalifornia.Hermomhadpaidthecoyote
$3,000,andMaria'sridewaseasy.Nowanderingthroughthedesert.Thecoyoteboughtthemchickenfordinnereverynight.Athome,her
grandparentscookedchickenonlywhenrelativescameoveronSunday.

THEFIRSTTIMEMARIASETFOOTINMissionHigh,shethoughtitlookedlikeachurch.Thefacadeanddoorwayweredecoratedwith
intricateSpanishBaroquemoldings.Heavyironchandeliersadornedtheornateceilingabovetheentrancehall.Thelightglitteredonspotless
yellowlinoleum.AsMariaandhermiddleschoolclassmatestouredthelibrary,courtyards,andcafeteria,shenoticedthatpeopleseemedfriendly.
Eventhesecurityguardswerecrackingjokes.PrincipalGuthertzregaledstudentswiththeschool'shistoryandfamousalumni:CarlosSantana,
MayaAngelou.TherewereafterschoolprogramstheLatinostudentclub,soccer,creativewriting.Mariaaskedafewstudentsiftheyliked
Mission.Tohersurprise,allofthemdid.

EveryoneMariaknewoutsideofMissiontoldhernottogothere.Hermother'sfriendssaidsheshouldpickabetterschool.Maria'sfriendssaid
Missionhadgangs.

GuthertzintroducedMariatoAmadisVelez,whospoketoherinSpanish.Hetoldherthathe'dbeherEnglishteacher.Onthewall,Marianoticed
Velez'sdiplomafromtheUniversityofCaliforniaBerkeley,surroundedbyphotosofFridaKahlo,CsarChvez,andSalvadorDal."Hewasso
welcoming,"Mariaremembers."HekeptmakingjokesaboutourEnglish,makinguslaugh.AfterImetMr.Velez,IknewI'llbegoingtoMission."

"Shedidn'tspeakalickofEnglishwhenshestartedinmyninthgradeEnglishclass,"Velezrecalls."Thatyear,therewereonlytwostudentswhose
EnglishwasworsethanMaria's."VelezalsonoticedthatMaria'sSpanishgrammarwasabouttwoyearsbehindherLatinoclassmates'.Mariawas5
feettallandweighedabout80pounds."Shewastiny,"Velezremembers,"butveryspunky,andherleadershipandpopularityamongstudentsstood
outtomerightaway."

MarialovedthatshehadaclasswithVelezeveryday.HetaughtherEnglishandgeographyinthe9thgrade,andhistoryinthe10th.Heoften
checkedinwithherintheafternoon.Allkindsofworrieskeptpouringoutintheirconversations.CouldVelezexplainthewordtariffs?What'sthis
thing,analysis?WhocouldteachMariahowtomultiply?

"Ithoughtofmyselfasareallybadstudentbackthen,"sherecalls."Ididn'tbelieveinmyself.ButMr.Velezalwaystoldmenottogiveup,tokeep
going,keeppushing."

Oneday,Velezsatherdown,tookoutapieceofpaper,andstartedchartingherpathtocollege.Hesaidthatsheneededtotransferintoregular
Englishclassesassoonaspossibletoprepareforcollege.HealsoexplainedthatCaliforniawasoneof12states[8]thatallowundocumented
studentslikehertopayresidenttuitionratherthanoutofstaterates,whichcanbetwiceasmuch.VelezsaidthatMariawasnoteligibleforany
governmentgrantsorstudentloans,buttherewereprivatescholarships,andhe'dhelphergetthem.Allofthiswaspossible,hesaid,ifMariakept
hergradesup,didallofherhomework,andworkedtwiceashardasherclassmateswhoalreadyknewEnglish.Hesaidhe'dbethereforherno
matterwhat.Hetoldhertohavefunandtolaughalot.

MostdaysMariadidwellandfeltgoodaboutherprogress.ShemetwithVelezafterclasstoreviewhergrammarandplanforcollege.Heurged
hertowritemorecomplexsentences.Bytheendof10thgrade,shewaswritingessaysthatdidn'tfitononepage.SheearnedanAinMr.Velez's
modernworldhistoryclass.

Thenonemorning,overbreakfast,shefoundanenvelopeonhermother'skitchentable.Insideweretheresultsofthestandardizedtestsshe'dtaken
afewmonthsbefore.Herstomachtilted.She'ddonemuchworsethanshe'danticipated.Inhistoryherscorewas"farbelowbasic,"thelowest
ranking.

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WhatMariadidn'tknowwasthatonly19percent[9]ofMissionHigh'sLatino
studentsscored"proficientorabove"inhistory.ThevastmajorityofLatinos,at
MissionHighandstatewide[10],scoredsimilartoMaria.

SheknewthatVelezthoughtshewassmart.Butthiswasthefirstgradeshe'd
gottenfrompeopleoutsideofMission,anditmadeherwonder.WasMr.Velez
wrong?

EVERYSPRINGACROSSTHENATION,studentsin3rdto11thgradesit
downtotakestandardizedtestsrequiredbythefederalNoChildLeftBehindAct
(NCLB).Eachstatecomesupwithitsowntests,basedonitsownlistof Maria'shistoryteacher,RobertRoth,atapicnic

curriculumstandardsstudentshavetomasterineachgrade.Inmoststates, celebratingMission'sgainintestscores.PhotobyWinni

standardizedtestsconsistprimarily[11]ofmultiplechoicequestions. Wintermeyer

Peoplewhofoughtforthesetestswantedtoraiseexpectationsforallstudents.Theyknewthatfordecadesstudentsofcolor,thelearningdisabled,
andpoorstudentsweren'tchallenged,oftenstuckinsegregatedandunderfundedschoolsandshuffledintovocationaltraining.Educationhistorian
LarryCubanpinsthebeginningofthemovetowardhighstakestestingtothepassageoftheElementaryandSecondaryEducationActof1965
[12],whichsentsignificantextrafundingtolowincomeschoolsneglectedbylocalschoolboards.

Thepolicieswerealsodesignedtofindoutwhichreformswereimprovingachievement."Classsizereduction,
By2001,testing wholelanguageinstruction,everythingunderthesunhasbeentriedinourschools,"ArunRamanathan,the
wasatthecoreofa executivedirectoroftheOaklandthinktankEducationTrustWest[13],toldme."Buthowcouldweassessif

businessinspired thereareanyreturnswithoutreliabledata?Howcouldweknowwhatwecanscaleup?"

approach Asmorestatesstartedusingstandardizedtesting,urbaneducationreformersinthe'70sand'80swereabletoflag
championedbya theoutliers[14]:schoolsthatwerereducingtheachievementgapbetweenwhite,middleclassstudentsand
loosecoalitionof studentsofcolorandthepoor.Cubanbelievesthatthisdatahelpedtodismantletheideathatpoor,minority,
corporateleaders immigrant,ordisabledstudentscouldn'tlearn.
likeBillGatesand
educationofficials By2001,whentheBushadministrationwaspushingNoChildLeftBehindthroughCongress,testinghad

likeMichelleRhee, undergoneapoliticaltransformation:Nowitwasatthecoreofabusinessinspiredapproachchampionedbya

theheroineofthe loosecoalitionofcorporateleaderslikeBillGates[15],idealistslikeWendyKopp[16]ofTeachforAmerica,
andmaverickeducationofficialslikeWashington,DC,schoolschiefMichelleRhee[17],theheroineofthe
documentary
documentaryWaitingfor"Superman."Standardizedtests,manyofthesereformersbelieved,couldbringhard
Waitingfor
andfastmetricsandhardcoresanctionstoacomplacentworldofbureaucratsandteachers'unions.Closures
"Superman."
ormassfiringsatlowperformingschools,bonusesforhighscoringteachers,andanexpansionofcharter
schoolsweresupposedtodisruptasystemthat,inthereformers'view,hadfailedstudentsandthecompaniesfor
whichtheywouldonedaywork.

NoChildLeftBehindwasanimatedbythisfaithinmetrics.Itmandatedthatstatesusetestscorestodeterminewhetherschoolsweresucceedingor
failing,withthelatterrequiredtoimproveoracceptpunitivemeasures.NCLBpassedwithbipartisansupport,andmanycivilrightsgroupswere
behindit.

Tenyearslater,agrowingnumber[18]ofeducationadvocatessaytheydidn'tanticipatehowhighstakestestingwouldchangeinstructionforthe
worse.AmongtheconvertsiseducationhistorianDianeRavitch,whoservedasassistantsecretaryofeducationinGeorgeH.W.Bush's
administrationandwasanardentchampionofNCLB."AccountabilityturnedintoanightmareforAmericanschools,"shewroteina2010Wall
StreetJournaloped[19],"producinggraduateswhoweredrilledregularlyonthebasicskillsbutwereoftenignorantaboutalmosteverything

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else...Thiswasnotmyvisionofgoodeducation."Inhisstudies,Cubanhasalsofoundthatanincreasingproportionoflessontimeisspent
preparingstudentsfortests,andthecurriculumisbeingnarrowedtowhatisonthosetestseventhoughmanyresearchersagreethatcrammingfor
multiplechoice,a.k.a."bubble,"testscontributesverylittle[20]toactuallearning.

Theoverwhelmingemphasisontestinghasledsomeschoolsanddistrictstocheat.Aninvestigation[21]bythe
stateofGeorgialastyearfoundwidespreadtesttamperinginAtlanta,andtheAtlantaJournalConstitution[22] Thegodfatherof
hasidentifiedsimilarpatternsinhundredsofdistrictsnationwide.Someschoolshavealsocrankedupdiscipline standardized
andschoolbasedarrests,leadingstrugglingstudentstodropout[23]andthusimprovingscores. testingwarned
Overall,thelast10yearshaverevealedthatwhileBigDatacanmakeourquestionsmoresophisticated,itdoesn't
thattestscores
necessarilyleadtoBigAnswers.Thepushtoimprovescoreshasleftbehindtraditionalassessmentsthat,
were"fallibleand
researchindicates,workbettertogaugeperformance:classroomworkandhomework[24],teachers'gradesand partialindicators
quizzes,theopinionsofstudentsandparentsaboutaschool.InhisrecentbookTheSocialAnimal,conservative ofacademic
columnistandveteraneducationcommentatorDavidBrooksidentifiesthisbias[25]toemphasizeandreward achievement"and
whatwecanmeasure,andignoretherestasakeyreasonwhytechnocraticpromisesinsocialpolicyhave madeit"extremely
largelyfailedtomaterialize.Research,Brooksnotes,showsthatthekeytosuccessismoreoftenfoundinrealms difficulttoassess"
thatresistquantificationrelationships,emotions,andsocialnorms. thekeyskills
peopleshouldgain
Eventhegodfatherofstandardizedtesting,thecognitivepsychologistRobertGlaser[26],warnedin1987about
fromagood
thedangersofplacingtoomuchemphasisontestscores.Hecalledthem"fallibleandpartialindicatorsof
education.
academicachievement"andwarnedthatstandardizedtestswouldfindit"extremelydifficulttoassess"thekey
skillspeopleshouldgainfromagoodeducation:"resilienceandcourageinthefaceofstress,asenseofcraftin
ourwork,acommitmenttojusticeandcaringinoursocialrelationships,adedicationtoadvancingthepublicgood."

ITWASEIGHTINTHEMORNING,ANDthelightswereoffinMr.Roth'shistoryclassaswinterraintappedonthewindowsillsandwarm
moisturefilledtheroom.Intheflickeringlightofatelevisionscreen,MariacouldseeherfriendBriannabreakingsmallpiecesfromamuffinand
droppingthemintohermouth.Marialoweredherchinintoherhands.Herrightleg,sheathedindarkbluejeans,bouncedonthelinoleumfloor.

OntheTV,PaulaCrisostomowaswavingaprotestsigninthefaceofapoliceofficerandarguingwithherfather,aFilipinoimmigrantwearinga
blueworkshirt."Itoldyoutostayawayfromtheseagitators!"heyelledatPaula.Basedonatruestory,Walkoutcapturesthe1968schoolprotests
[27]inEastLosAngeles.About22,000Latinostudentsparticipated,inspiredbyateachernamedSalCastro.(OneofthemAntonioVillaraigosa,
nAntonioVillarisnowmayorofLA.)Backthen,mostLatinoswereforbiddenfromspeakingSpanishinclass.Curriculalargelyignored
MexicanAmericanhistory,andLatinosweresteeredtowardmeniallabor.

Inthefilm,studentscouldbeseenshakingthemetalgateoftheirschool,lockedshutbyofficialstopreventthemfromwalkingout.Thestudents
rattledthebarschanting"VivalaRaza!"whilepolicestoodontheotherside.Thegatebroke.Maria'sentireclasseruptedinapplauseastheteens
floodedintothestreet.

Afterthefilmended,RobertRothswitchedonthelightsandturnedtoaclasssittinginmotionlesssilence."Anythoughts,anyone?"

"It'sincredibletoseehowcourageousPaulawas,"saidastudentfromNicaraguanamedCatharine."Shelostconfidencesomanytimes,but
whenevershelostit,herfriendsweretheretosupporther."

"InmiddleschoolIwastoldtospeakonlyEnglishathome,"Mariasaidnext."Ithinkthat'swrong.Ialreadydoatschool.Theyshouldn'ttellme
howtolivemylife."

"IcanrelatetoPaula,howpeopledon'tbelieveLatinosaresmartenoughforcollege,"Yesseniaadded."Thesestereotypesmakemewanttoprove
themwrong."

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"Speakingofstereotypes,"Briannasaid,"Iwasinthebathroomwithfiveotherblackgirls,andwewerefixingourhair.TwoAsianAmericangirls
comeinandtheyrunoutrightaway,thinkingthatwearegoingtobullythem.Iwanttofixthat.I'maniceperson!"

Rothjumpedin,"Rebecca,youweretalkingtomeaboutthiskindofstereotypetheotherday.Doyoumindsharingwhatyousaid?"

"WhenwemovedtoSt.LouisfromChina,"Rebeccasaid,"wewenttoanallAfricanAmericanschool.Myparentsweretellingmetostayaway
fromblackstudents.Theysaiddon'ttrustthem,runaway.Buttheywereallreallynicetous.Alotoftimesit'scomingfromparents,buttheyjust
don'tknow."

Attheendofclass,BriannaandherfriendDestinycameuptoMaria."What's'VivalaRaza'?"

"ItkindofmeansbeingproudtobeLatino,"Mariaexplained.

"Howdoyousayit?"Briannaasked,andMariatoldthem."VivalaRaza!VivalaRaza!VivalaRaza!"thethreechantedoutloud,fistsintheair,
laughing.

Asstudentsshuffledout,Rothremindedthem,"Ashortreflectiononthisfilmisduenexttime.Andplease!Don'tsummarize,analyze.Whyisthis
important?Howdoesitconnecttootherthingswelearned?"

ThefollowingMonday,Rothpassedbackhisstudents'homeworkessays.OnMaria'she'dwritten,"It'saBthistime!Seemeaboutthis,OK?"

Mariashowedupathisofficethenextday."Someofthestuffyou'vebeenwritingissopowerful.Youarereallygettingthere,Maria,"Rothsaid,
loweringhisreadingglassesandputtingdownafolder.

"Whyisn'titanAthen?"Mariahalfsmiled,andpulledoutherhomework."Isitbecauseofbadgrammar?"ShepointedatRoth'scorrectionson
herpaper.

"Look,writingisprimarilyaboutideas,"Rothtoldher."Language,grammar,andstyleareimportanttoolstoexpressthoseideas.Butdon'tstartby
focusingonafewgrammarmistakes,oryou'llgetstuckandignorethebiggerissues."Heexplainedwhyhemadecertaincorrections,buthespent
mostofthetimetalkingtoMariaabouttheelementshedeemsessential"togettingyourthoughtsout":thesis,evidence,analysis,andconclusion.
"Didyouorganizeyourthoughtsinawaythatmadesense?"heaskedher."Didyoubackupyouropinionswithevidence?Didyougodeep
enough?"

RothexplainedtoMariathatshe'dsummarizedanddiscussedWalkoutreallywell,butwhenitcametoanalysisandconclusion,herwritingseemed
rushed."WhataretheconnectionsbetweentheseprotestsandtheAfricanAmericanstruggleforcivilrights?"Mariagaveafewexamples.Roth
suggestedthatshethinkmoreaboutwhytheseeffortsweresuccessful."Howdidthesewalkoutschangethings?Whyarewestudyingthis?"

Afewweekslater,Mariapresentedaresearchpaperonequalaccesstoeducation.
WhilerewritingheressayaboutWalkout,she'ddiscoveredthatsomeLatino
parentswereorganizingschoolboycottsevenbeforetheonsetofthecivilrights
movement."DidyouknowthatMendezv.[28]Westminster[28]happenedeight
yearsbeforeBrownv.Board?"Mariaannouncedtoherclass.Inthe1946case,
Latinoparentswonthefirsteverantisegregationlawsuitinfederalcourts."It
helpedtheBrownv.BoardattorneystowintheirargumentsbeforetheSupreme
Court,"sheexplained."TheMendezcasewasthebeginningoftheendforPlessy
v.Ferguson,whichsaidthat'separatebutequal'isfine."

"LISTEN!ONEMOREDAYBEFORETHEbigbadtest,"Rothannounced
onespringdayashepassedoutatestthatincludedsomepracticequestionsfrom
PhotobyLianneMilton
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theCaliforniaSTARtestthefinalexaminUShistoryasfarasthestatewas
concerned.

Mariaandherclassmateshadbeenworkingwiththeirteachersforamonthtoprepareforthestateexams.PrincipalGuthertz,whohasbeenknown
toeatlivewormsinfrontofstudentsasarewardforhighertestscores,promisedtogetafamouscheftocookafreemealfortheentireschoolif
scoreswentupagain,astheyhadinthepastthreeyears.

"AllI'maskingyoutodoistotakeitseriously.Doitfortheschool,"Rothsaidashepassedoutthetest."Let'sdoaquickreviewtogether."

"WhowasthefirstCatholicpresident?GivemethreethingsabouttheNewDeal!"Dozensofstudentsshouted
outanswers."Youaregoingtonailthistest!" Principal
AsRothretreatedtohisdesk,Mariastaredattherowsofemptybubbles.Asharp,poundingpainfilledherhead.
Guthertz,whohas
Shepickedupapencilandreadthefirstquestion:
beenknowntoeat
livewormsinfront
Duringthelate19thand20thcenturies,urbanimmigrantsgenerallysupportedlocalpoliticalmachinesthat: ofstudentsasa
(a)discouragedthenewimmigrantsfromparticipatingincivicaffairs.
rewardforhigher
testscores,
(b)wereusuallysupportedbyurbanreformers. promisedtogeta
famouschefto
(c)providedessentialservicestotheimmigrants.
cookafreemeal
(d)remindedimmigrantsofpoliticalpracticesintheirhomelands. fortheentire
schoolifscores
Asalways,MariastartedtranslatingthewordsintoSpanish.Thenshegottodiscouraged.She'dseentheword
wentupagain,as
manytimesbefore,butitwasusuallyinacontextwhereshecouldguessthemeaningofthepassagewithout
knowingeveryterm.Inthisshortsentence,though,therewerenohints.
theyhadinthe
pastthreeyears.
Shetriedtoremembertheword'smeaningforafewminutes.Nothing.

Affairswasanotherwordshe'dheardbeforebutcouldn'tremember.Shetranslatedtherestofthesentencenewimmigrantsfromparticipating
butthatdidn'thelp.Shetookadeepbreathandtranslatedtherestoftheanswers.Bwasapossibility,shethought,butsomethingfeltoff.Cseemed
right.ButwhataboutA?Whatifthatwasreallytheanswer?Therewasnowayofknowing.ShefilledinCfornow.

"Fivemoreminutes,everyone!"Rothinterrupted.Anambulancesirenwailedoutside.Mariahadspenttoomuchtimeonthefirstfivequestions,
andnowshehadtorush.Shetranslatedanotherpageandrandomlybubbledintherest.

Whensheswitchedtothewrittensectionofthetest,herlegstoppedbouncing.Whenthebellrang,Mariakeptwriting,anddidn'tstopuntilRoth
collectedthepagesfromher.

Rothwaiteduntilthelaststudenthadlefttheroom,andwelookedoverMaria'stesttogether.Shegotalmostalltheanswerswrongonthepractice
multiplechoicesection,theonlyonethatwouldhavecountedforthestate.OnRoth'sessayquestion,shegotanA+.

IN2010,LATINOSMADEUPTHEmajority[29]ofCalifornia'spublicschoolstudentsforthefirsttime.AtMissionHigh,morethanhalfthe
studentsareimmigrants,andGuthertzsays20percenthavebeenintheUnitedStatesforlessthantwoyears.

Afterjustoneyearinthecountry,Mariahadtotakethesametestasnativespeakers,eventhoughstudiesshow[30]thatimmigrantteenstakeat
leastfouryearstobecomeproficientinEnglishandthat'swithconstantfocus.Mariascored"proficient"inhistoryforthefirsttimeinthe11th
grade.

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AlookatMaria'sschoolwork,ontheotherhand,isaglimpseatalearner'sprogress.Inthequizzesandtestsdesignedbyherteachers,inher
researchpapers,essays,artprojects,classdiscussions,andpresentations,whatyouseeisanintellectbattlingtofinditsvoice:developingresearch
andanalyticalskills,theambitionandempathytoimmerseherselfinworldsbeyondherown,andthetenacityandconfidencetotacklechallenging
problemsandkeeprewritingherpapersevenasshewrestledwiththebasicsofhernewlanguage.

Rothhasbeenteachingininnercityschoolsfor24years.Hehasbeenabletofindwaystocovermostofthecorestandardsforthehighstakes
testingwithoutneglectingcourage,craft,intellectualcuriosity,andjustice.Buthestrugglestokeepthebalance,andstudyafterstudyshowsthat's
trueformanyteachers.AtMissionHigh,manyteacherstoldmethatthereissimplynowaytocoverallofthestandardswhilealsomaintaininga
richcurriculumandactualresearchprojects.

Yetdespiteamountainofevidencethatstandardizedtestsrevealaverynarrowslice[31]ofinformation,inmoststatestheystilldeterminea
school'sfate.Insome,suchasNewYork[32],students'scoresonthestandardizedtestsalsoplayamajorroleingradepromotionandhighschool
placement.Andinseveralstates[33],upto50percentoftheevaluationsthatdetermineteachers'jobsecurityandsometimespayarebasedona
week'sworthoftestsratherthanayear'sworthoflearning.

Inthebroadercontextofeducationreform,standardizedtestingdatahasbeenseenasabsoluteproofofspecificpolicies'effectiveness.Pickup
almostanynewsstoryoneducationwhetheritisaboutcharterschools,teacherbonuses,classsizes,orteacherunionsandthegotoevidenceis
gainsorlossesonthetestswithoutregardforothermeasures,eveneasilyavailablequantitativedatasuchasdropoutrates,studentattendance,
teacherattrition,orcollegeenrollmentrates.

It'snotthatreportersareblindtotheotherfactors.Justlikeoverworkedschooladministrators,theysimplyusethedataeveryonetalksabout.And
whiletheperspectiveofactualteachersandstudentsmightprovidemorenuance,therearefewopportunitiesforexploringthem.WashingtonPost
reporterPaulFarhinotedinanessayfortheAmericanJournalismReview[34]thataccesstoschoolshasbeengreatlyconstrainedas
administrators,fearfulofsanctions,increasinglyseektocontrolthemessage.Itdoesn'thelpthatmostoftoday'snewsroomssimplycan'taffordto
letareporterspendtimeinaschoolforamonth,letaloneayear,asIdidforMotherJones.It'smoreefficienttolookupscoresonlineandmakea
fewphonecalls.

Givenallthat,it'snosurprisethatmuchofthedebateisreducedtostereotypes.Waitingfor"Superman"isaperfectdistillationofeducation
clichs,pittingcharterschoolsrunbyenthusiasticreformersagainstscleroticunionsandincompetentadministrators.

"Ihaveseenabout20roundsofclassroomreforminmyteachingcareer,"Rothtoldmerecently."Youknow
Justlike whatIhaven'tseen?Seriousdialoguewithteachers,students,andparents.Theycanidentifysuccessfulteaching,

overworkedschool buttheyarerarelyapartofthediscussion."

administrators, Seekingalternativestohighstakestestingdoesn'tmeangivingineffectiveteachersapass,Rothadded."Withall
education ofthattestingmoneyfloatingaround,Ihopeeducationreformerscanspendsomeofitonfindingamoreholistic
reporterssimply instrument"onethatwouldincludeawiderangeofharddataaswellasadeeplookatstudentwork.
usethedata
everyonetalks
about.Most ONEDAYASWESATONACURBNEARhermother'sapartment,Mariatoldmeshe'dlearnedmoreinher

newsroomssimply yearsatMissionthaneverbefore."I'mshy,"shesaid."Idon'tspeakthatmuchinotherclasses,butMr.Roth

can'taffordtoleta teachesmehowtodoit.Hetaughtmethatit'sokaytoargueevenwhenIstillhavealotofquestions.Aslongas

reporterspend Igiveexamples,supportmypoint,andstaywithit.Before,Iwouldgiveupeasilyandnotdefendmypointof
view."Beaming,sheadded,"NowIargue,andIlovewinning."
timeinaschoolfor
amonth,letalone ButwhiledebatingwasoneofMaria'sfavoritethingsaboutschool,shespentmostofhertimeinRoth'sclass
ayear,asIdidfor researchingandwritingpapers."That'showIprepareforthedebatesandlearnhowtoexpressmyselfclearly."
MotherJones.It's
moreefficientto
lookupscores
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lookupscores "Mr.RothtellsmethatIwillgetanA,ifIamdedicatedtoworkingonmyweaknesses,"shetoldme."WhatI

onlineandmakea reallylikeisthatheshowsmeexactlyhowIimproveeachtime.Inthepasttwoyears,I'veseenMr.Roth

fewphonecalls. probablyathousandtimestodiscusseachwrittenassignment."

Mariatoldmethatsheusedthetextbookstomakeanoutlineofimportantdates,names,andevents,andtolook
updefinitionsofnewwordslike"laissezfaire."Sheusedtheoutlinestowritepapers.ButMariadidn'tremembermanyofthesefactsfromyearto
year.Whatshedidrecallwereherresearchpapers,presentations,andartposters.

Shepluggedasmallmemorycardintomylaptoptoshowmewhatshe'dlearned.

"Oh,Ireallylikedthisone,"sheexclaimed,openingapapertitled"Latinosinthe1920s."AsherclassfocusedontheRoaring'20s,Mariafound
thatLatinodanceslikethebolero,rumba,andtangowereenteringmainstreamAmericanculture.ThisledhertoresearchHollywood,whereshe
madeherfavoritediscovery."DoloresdelRowasthefirstMexicanmoviestartogaininteresttowhiteaudiences,"shewroteinherpaper.
"Doloresshowedtheworldthatheightdoesnotmatteratallifyouwanttobeanactor,becauseshewasveryfamousandbeautifuleventhoughshe
wasveryshortlikeme!"

TeachingtotheFormula

Wonderhowtestscoresareusedtofigureoutifateacherisanygood?Thisequation,puttogetherbyMathematica
PolicyResearchfortheWashington,DC,publicschools,mightterrifyorreassureyou,dependingonyourfaithin
multipleregressionmodels.Itestimatesateacher's"valueadded"thedifferencebetweentestscorespredictedonthe
basisofstudents'characteristics(suchaspoverty,specialedstatus,orattendance)andhowkidsactuallyperformina
particularclass.ErikaEichelberger[35]

"Lastyear,Ibecamereallyinterestedin
AfricanAmericanhistoryandtheir
struggles,"sheexplained,clickingthrough
presentationfilesonIdaB.Wells,Frederick
Douglass,EllaBaker,andW.E.B.DuBois.
"Learningaboutthismotivatesmenottogive
up."Sheopeneda"ReconstructionDefeated"
paperfromthepreviousyear."Iwantedto
findouthowdidgovernmentjustifytreating
AfricanAmericansunfairlywithJimCrow
eventhoughtheConstitutionsaidthatallmen
andwomenwereequal,"shetoldme."Throughthispaper,Ibecamereallyinterestedinthe14thand15thAmendment."

AsIhandedthememorycardbacktoher,Mariasaidthatasasophomoreshe'dbeendeterminedtogobacktohermiddleschooltofindthewoman
who'dtoldherthatshe'dnevergotocollege.Withhersenioryearunderway,therewassimplynotimeforthat.She'dsoonbefillingoutcollege
applicationsandhadrecentlybeenelectedLatinostudentclubpresident.Shehelpednewimmigrantsatschool.Shealsovolunteeredatasenior
housingprojectthroughtheLatinoclub,helpingolderneighbors."Andinmyfreetime,Ibabysitmylittlecousins,"shetoldme."Fromnowon,I
onlyhavetimetotalkwithyouoverlunchatschool."

ONEDAYTHISPASTSPRINGASIlingeredinRoth'sroomafterclass,ayoungteacherrushedin."Robert,I'vebeenteachingforyears,but
I'mreallystrugglingthissemester."Herstudents'gradeswerenotshowinganyprogress,shesaid,andtheyseemedtobelosinginterest.Asthetwo
lookedoverhergradingbooktogether,theyrealizedshewasattachingmostofthegradetohomeworkassignmentsandwasn'tgivingsignificant
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8/30/2016 EverythingYou'veHeardAboutFailingSchoolsIsWrong

pointsontheworkstudentsdidinherclass.Thoseassignmentsshowedthattheywerelearning,butsinceherstrugglingstudentsonlysawtheFs
ontheirhomework,theirengagementwasdropping.

Roth'scolleague,PiretteMcKamey,hasbeenteachingEnglishandhistoryfor24yearsandisnowthe
instructionalreformfacilitatoratMissionHigh.Shecallsthiskindofoneononementoring"muckinginthe "I'mahistory
dirt.""Everyday,therearehundredsofsmallintellectualconversationsallovertheschoolaboutstudentwork," teacher.Ibelieve
explainsMcKamey.AlongwithRoth,shealsocoleadsacommitteefocusedonimprovingachievementforkids insystemicchange
ofcolor,inwhichfacultyreviewstudentworkandgradingpoliciesandreadthelatestresearch."Whatdidthe andmacrolevel
kidwrite?Whatdidthekidproduce?"McKameysays."That'sallthatshouldmatter." conversations.But
Anamplebodyofresearchshowsthatthiskindofmentoringandpeerreviewhelpsteachersfigureoutwaysfor
whatmostpeople
strugglingstudentstoimprove.Butitdoesn'tshowupinstandardizedtestsandformany,it'spushedasideby don'trealizeisthat
theconstantbattletoratchetupscores. biggestreformat
schoolslivesatthe
BeforeNCLBtherewasamovement[36]inmanystates,includingCalifornia,tocomeupwithreliable,unified
microlevel,andit
rubricsforusingclassroomworktomeasureachievementtomovetowardamixofstandardizedtestsand
hastodowith
teacherassessments,somethingsharedbymostoftheworld'stopperformingschoolsystems,fromFinlandto
improvingthe
HongKong.ButthateffortgotlargelysteamrolledbyNCLB'sfocusonhighstakestesting.
craftofteaching."
"I'mahistoryteacher,"Rothsays."Ibelieveinsystemicchangeandmacrolevelconversations.Butwhenit
comestoschools,whatmostpeopledon'trealizeisthatit'saboutworkatthemicrolevel.Thebiggestreformatschoolslivesatthemicrolevel,
andithastodowithimprovingthecraftofteaching."

Therearesomesignsofashiftatthemacrolevel.In2009,PresidentObamaasked[37]statesto"developstandardsandassessmentsthatdon't
simplymeasurewhetherstudentscanfillinabubbleonatest,butwhethertheypossess21stcenturyskillslikeproblemsolvingandcritical
thinkingandentrepreneurshipandcreativity."Thefederalgovernmenthasallocated$330millionfordevelopingtestsforanewsetofstandards,
knownasCommonCore[38],thatwillhitclassroomsin2015.Supporterssaythatwhilethenewtestswillstillincludemultiplechoicequestions,
theywillalsooffersomeopportunitiesforwriting,andthelistsofstandardswillbeshorter,leavingteachersmorefreedom.

Butmanyeducationexpertsareskeptical.ArecentBrookingsInstitutionstudy[39]findsnocorrelationatallbetweenthetestingstandardsand
studentachievement.EvenCommonCoreadvocatessuchasRamanathanconcedethatthere'sadisconnect."Californiahaslongbeenconsideredto
havesomeofthebeststandardsinthenation,"hesays,"butwealsohavesomeoftheworststudentoutcomes."

Roth,whohasbeencoachingfellowteachersfortwodecades,toldmethatstandardscanactasa"politicalsecurityblanket"andageneral
guideline,buttheycan'thelpteacherswiththemoreimportanttasks:figuringouthowtoapplythematerialintheclassroomandgathering
evidencetomeasurerealunderstanding.Roth'sfilingcabinetsarefilledwithdifferentlessonplans.Buteveryyear,hecreatesanotherfolderfor
eachclass,andapproximately50percentofthematerialisnew.Hethenadjustseverythingthroughouttheyearbasedonwhatworkswithhis
students.

IobservedthesameinothersuccessfulclassroomsatMission."Iadjustmylessonsandtestseveryday,"saysapopularyoungmathteachernamed
TaicaHsu."Thestudentbodychangeseverysemester,andwhatworkedlastyearmostlikelywon'tworknextyear."

TheObamaadministrationhassoftenedsomeofNCLB'simpact,grantingwaivers[40]tomorethanhalfofthestatesfromthelaw'smostpunitive
section,whichcallsforallstudentstoscore"proficient"inmathandEnglishby2014.Buteveninthewaiverstates,standardizedtests[41]remain
thedominantmeasureforschools.

MIDWAYTHROUGHMARIA'SSENIORyearin2012,shewaswatchingWaitingfor"Superman"inMr.Velez'scollegeexpositorywriting
class.Theywerelearningaboutachievementgaps,testscores,teacherunions,charterschools,anddifferentsolutionsofferedto"fix"schoolslike

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8/30/2016 EverythingYou'veHeardAboutFailingSchoolsIsWrong

Mission.Inonescene,DC'sMichelleRheewasshownfiringtheprincipalofalowscoringschool,andthenthefilmcuttoscenesofteachersand
parentsprotestingschoolclosures.

"Whichfactsinthemovieshockedyou?"Velezprobedasthemovieended.

"Whatwespendonprisoninmates,"onestudentcalledout.

"Whyisitsohardtofireabadteacher?"saidanother,visiblyupset.

"Iwasshockedhowlowtestscores[42]areinCaliforniaandDC,"addedastudentwithbigheadphonesaroundhisneck.

"Californiatestscoresarelow,butthemoviedidn'tmentionwehavethemostimmigrantshere,"counteredaclassmate."OurEnglishscoresare
bad,butthatdoesn'tmeanourschoolisbad."

"Whatwouldyoudotofixschools?"Velezasked.StudentstookturnscallingoutresponsesasVelezwrotedowntheirsuggestionsona
whiteboard:MakethetestsmoremeaningfulAllowourteacherstowritethesetestsDon'ttestimmigrantstudentsinthefirsttwoyearsGive
moremoneytopublicschoolsinCaliforniaMakeiteasiertofirebadteachersAskstudentswhichschoolsaregoodandbad

"WilltheycloseMissionlikethoseschoolsinDC?"Mariaasked.

Theshoutingstopped.

"Wewon'tletthem,"anotherkidresponded,andtheclassburstoutlaughing.Velezkeptwriting.

SourceURL:http://www.motherjones.com/media/2012/08/missionhighfalselowperformingschool

Links:
[1]http://blog.chron.com/immigration/2010/05/52percentofadultlatinoimmigrantsaredropouts/
[2]http://826valencia.org/
[3]http://www.cde.ca.gov/ta/ac/pl/tier2.asp
[4]http://thomas.loc.gov/cgibin/bdquery/z?d107:HR00001:@@@D&ampsumm1&amp
[5]http://data.ed.gov/grants/schoolimprovementgrants
[6]http://mhssfusdca.schoolloop.com/aboutmhs
[7]http://www.pewhispanic.org/2011/08/25/hispaniccollegeenrollmentspikesnarrowinggapswithothergroups/
[8]http://www.ncsl.org/issuesresearch/immig/instatetuitionandunauthorizedimmigrants.aspx
[9]http://star.cde.ca.gov/star2010/ViewReport.asp?
ps=true&amplstTestYear=2010&amplstTestType=C&amplstCounty=38&amplstDistrict=68478
000&amplstSchool=3834082&amplstGroup=5&amplstSubGroup=78
[10]http://star.cde.ca.gov/star2010/ViewReport.asp?
ps=true&amplstTestYear=2010&amplstTestType=C&amplstCounty=&amplstDistrict=&amplstSchool=&amplstGroup=5&amplstSubGroup=78
[11]http://www.motherjones.com/documents/406650gaonclbreport
[12]http://www.motherjones.com/documents/406651eseaof1965
[13]http://www.edtrust.org/west
[14]http://www.motherjones.com/documents/406652historyoftesting
[15]http://online.wsj.com/article/SB10001424052970204485304576641123767006518.html
[16]http://www.theatlantic.com/national/archive/2012/04/howmicromanagingeducatorsstiflesreform/255543/#
[17]http://www.huffingtonpost.com/michellerhee/whyimproudofstudenta_b_848560.html
[18]http://www.reuters.com/article/2012/06/12/ususaeducationtestingidUSBRE85B0EO20120612
[19]http://online.wsj.com/article/SB10001424052748704869304575109443305343962.html
[20]http://edpolicy.stanford.edu/sites/default/files/publications/beyondbasicskillsroleperformanceassessmentachieving21stcentury
standardslearning_4.pdf
[21]http://gov.georgia.gov/00/press/detail/0,2668,165937316_172445682_173112104,00.html
[22]http://www.ajc.com/news/cheatingourchildrensuspicious1397022.html
[23]http://advancementproject.org/sites/default/files/Federal%20Policy%20ESEA%20Reauthorization%20and%20the%20Schoolto
Prison%20Pipeline%20%2003%2009%2011.pdf
[24]http://educationnext.org/portfolioassessment/
[25]http://www.npr.org/2011/03/07/134329412/davidbrooksdefinesthenewsocialanimal
[26]http://www.nytimes.com/2012/02/16/us/robertglasercognitivepsychologistandexpertonstudenttestingdiesat91.html
[27]http://www.pomona.edu/magazine/PCMSP08/FSmaninthemiddle.shtml
[28]http://library.fullcoll.edu/friends/pdfs/AguirreMendezvWestminster.pdf
[29]http://www.sfgate.com/education/article/Latinokidsnowmajorityinstatespublicschools3166843.php
[30]http://steinhardt.nyu.edu/scmsAdmin/uploads/004/297/AERJ%202008.pdf
[31]http://dissentmagazine.org/online.php?id=156
http://www.motherjones.com/print/188516 12/13
8/30/2016 EverythingYou'veHeardAboutFailingSchoolsIsWrong
[32]http://www.nytimes.com/schoolbook/2012/05/23/moreparentsaresayingnotopearsonsfieldtests/
[33]http://www.nctq.org/p/publications/docs/nctq_stateOfTheStates.pdf
[34]http://www.ajr.org/Article.asp?id=5280
[35]http://www.motherjones.com/authors/erikaeichelberger
[36]http://edpolicy.stanford.edu/sites/default/files/publications/beyondbasicskillsroleperformanceassessmentachieving21stcentury
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[37]http://www.whitehouse.gov/thepressoffice/factsheetracetop
[38]http://www.corestandards.org/aboutthestandards
[39]http://www.brookings.edu/~/media/newsletters/0216_brown_education_loveless.pdf
[40]http://www.ed.gov/news/pressreleases/26morestatesanddcseekflexibilitynclbdriveeducationreformssecondround
[41]http://www.educationnews.org/educationpolicyandpolitics/nclbwaiverscouldsignalattemptsbyobamatounderminelaw/
[42]http://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf

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