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How do we know if schools are doing a good job? And
how can we make them better?
According to Oregon's Department of Education, state-mandated standardization
of curriculum and increased testing will inspire - or frighten - educators
and students to perform at higher levels. This strategy emphasizes measurable
objectives and scores that can be compared from student to student,
school to school, community to community. It emphasizes the necessity
of holding all students to "high standards." In practice,
this strategy increasingly turns schools into test-prep academies. Test-led
reform sucks joy out of learning and discourages both teacher and student
creativity. What is not measured on the tests - for example, critical
thinking, discussion skills, the arts - is more and more neglected.
Of course, equating student achievement with higher test scores may,
in fact, raise test scores. But it will not help nurture more knowledgeable,
motivated, or caring students.
The Department of Education's recent school "report cards"
exemplify the hollowness of this reform strategy. The state judged "student
performance" strictly in terms of standardized test results; "school
characteristics" were assessed based on one criterion: the percentage
of a school's students taking state tests. We're reminded of the saying,
Not everything that matters can be measured and not everything that
can be measured matters. If one aim of school reform is to make schools
more "accountable," then surely we need to capture a fuller
portrait of school life.
Portland Area Rethinking Schools proposes an alternative school reform
strategy. Unlike state testing that is premised on a belief that learning
can and should be quantified, and assessment results used to compare,
reward and punish, we believe that assessments should be collaborative
endeavors, grounded in school communities. We believe that school life
and student achievement can only be assessed - and improved - with participatory
inquiries that offer rich descriptions of a school's educational practice.
Below is a draft of our alternative "report card." In important
respects, the process of collecting data for the report card is itself
an essential part of the product. Real school reform must be democratic,
drawing on the collective efforts of teachers, students, administrators,
parents and the broader community. We encourage school communities to
use the questions below as the basis of discussions to assess and improve
school life.
Curriculum
1. How is the content of the curriculum meaningful, interdisciplinary,
multicultural, and academically rigorous for all students?
a. How are high academic expectations communicated to and maintained
for all students?
b. How are reading, writing, math, discussion skills, and the arts taught
across the curriculum?
c. How are historic, artistic, and scientific contributions of diverse
cultures, families, social classes, and genders represented in each
content area?
d. How does the curriculum encourage all students to see themselves
as social and environmental problem-solvers capable of making the world
a better place? Does the curriculum have real life links?
e. How are students encouraged to take initiative in choosing directions
in their learning? How are the needs, dreams, and interests of individual
students incorporated into the curriculum?
2. Are there sufficient resources available to meet the curricular
mission of the school?
a. Are sufficient high quality materials available to meet the needs
of all students?
b. What is the range of actual class sizes?
c. Do students have access to mentors and tutors?
d. Is the library welcoming and accessible to all students and staff?
e. Are reading, writing, math, and/or other specialists available for
students and staff?
f. What elective opportunities are available to students?
g. What technology resources are available to all students? With what
frequency are they available? Are students penalized for not having
access to technology at home?
h. What school time is scheduled for teachers to plan, develop, and
discuss curriculum?
i. How does professional development support the curriculum and instruction
outlined above?
j. Do new and struggling teachers have access to mentors?
k. What is the number of courses taught by teachers not teaching in
their certificated area?
Student Assessment
1. How is assessment used to promote student learning?
a. How do assessment results influence subsequent instruction in the
classroom and program modification in the school?
b. What actions are taken to avoid misapplication of assessment results
through tracking or stigmatization?
c. How is it ensured that the frequent use of feedback from assessments
offers students the opportunity to grow?
2. How is it ensured that assessment complements the curriculum
and desired outcomes?
a. How is it ensured that assessment allows students multiple ways
to demonstrate their learning?
b. How is it ensured that self-reflection and self-evaluation are part
of the assessment system?
c. How is it ensured that students are aware of the learning goals on
which they will be assessed and the assessment process that will be
used?
d. How are accommodations made for ESL and other students with special
needs?
Equity for All Students
1. Historically, so-called ability grouping has discriminated against
poor, working class, and students of color by offering educational programs
of unequal quality to different students. How does the school group
its students (e.g., honors, advanced, remedial, scholars, International
Baccalaureate)? How does the school know that these grouping practices
do not result in unequal educational experiences?
a. Describe the rationale and practice for your grouping.
b. How are students placed in these classes?
c. What impact does grouping have on equity for students of color and
students with learning or physical disabilities, as well as on gender
equity?
d. If inequity in placement exists, what procedures are in place to
review curriculum and placement practices?
e. If students are grouped for short term educational purposes, what
records are available to demonstrate individual progress and movement
from group to group? How often are students reassessed? How many students
move? How often?
2. What accommodations are made for the needs of students with attendance
and tardy problems: students who work to support their families, travel
to home countries, take care of younger or older family members?
3. Is there evidence of historical, literary, artistic, and scientific
contributions of diverse cultures represented in each content area?
in teachers' lesson plans? in the bookroom? on bulletin boards? during
assemblies?
4. Who is represented and honored in the school? Consider the hallways,
library, and overall school environment. Does the racial, ethnic, linguistic
and class composition of extra-curricular leadership and special academic
programs reflect the student body? How are low-income, minority, or
second language students encouraged to participate?
5. What measures does the school take to ensure that students with
physical disabilities are fully integrated into school life?
6. How does the school equalize opportunities for success by ensuring
that all students have access to computers, field trips, materials for
projects, supplies, and electronic equipment?
7. Describe how each class demonstrates high expectations for all
students. How does the school present academic, professional, and trade
options to students?
8. Does the staff reflect a range of cultures? What recruitment
strategies are in place to hire teachers of color and second language
speakers?
Health and Safety
1. Describe your discipline policies and programs that promote respect
and conflict intervention and resolution. Specifically, how are students
involved in these programs?
2. How does the school promote the physical safety and the emotional
well being of students? Are programs built into the curriculum addressing
such needs as violence and sexual harassment prevention, suicide intervention,
sex education and prevention of drug and alcohol abuse?
3. How are marginalized students identified and protected at your
school? What policies and strategies are used to counter racist, sexist
or homophobic language and put-downs? How is respect taught in the school
curriculum?
4. How accessible are mental health and crisis services at the school?
Is nursing staff provided? Describe safe places students can go during
personal distress. Describe any formal or informal mental health services
available to students.
5. What is the selection and quality of cafeteria food? Are restricted
or organic diets available? What are the school policies about serving
milk and meat products from hormone-injected animals or other genetically-modified
foods? How often and under what criteria is the water tested in the
school? Do students have access to pure water?
6. How is the student environment protected from other chemical
ingredients of unknown or potentially harmful effects - e.g., in cleaning
solutions, herbicides, pesticides, or airborne contaminants?
Parents and Community in the Life of the School
1. How does the school include parents, students and community in
decision making?
a. What adaptation and/or encouragement is made for working, non-English
speaking, reluctant, marginalized parents and/or parents of color?
b. What power does the community have in decisionmaking?
c. Does the site council accurately reflect the social class, racial,
ethnic, linguistic diversity of the community?
2. When and how are parents informed and included regarding student
progress (e.g., academic assessments, absences, tardiness and misconduct)?
a. How does school insure parents understand their students progress?
3. How do school and community interact for mutual benefit?
a. Is there broad representation of community organizations in the
life of the school: unions, women's organizations, religious institutions,
senior centers, environmental and social justice organizations, businesses,
etc.?
b. What community service projects are in place?
c. How is school networked to other community services? How does the
school facilitate connecting students and families to community and
governmental resources?
d. How are community members invited to contribute?
e. How does school include and coordinate volunteers?
f. How are families/community members who cannot volunteer during the
school day included in direct support of the school?
g. How are the school facilities and people utilized as a resource of
the community?
4. How does school and community help students make the transition
between schools?
a. How does the school reach out to the community during transition
points - i.e., from pre-school into kindergarten or first grade? from
elementary to middle school? from middle school to high school? from
high school to college?
b. How effective are these efforts?
5. What audiences beyond the classroom do students have for their
work and ideas?
a. In the school, how are parents and/or community members invited
to give feedback on student work or portfolios? Are there student author
presentations, science fairs, gallery displays, etc.?
b. Outside the school, are there readings in the community, projects
that connect the generations, student research and input to community
boards or committees, etc.?
6. What informational events does the school hold?
a. Describe the events (open houses, parent conference, etc.), who
attends, and the percentage of the various groups attending.
b. What adaptation and/or encouragement is made for working, non-English
speaking, reluctant, marginalized parents and/or parents of color?
c. How does the school accommodate parents special needs - for example,
day care?
District and State Support
1. In what ways do the school district and state support the school
community in achieving the above aims?
2. In what ways do the school district and state hinder the school
community in achieving the above aims?
3. What strategies are being pursued by the school community to
challenge any policies or practices that hinder efforts to provide all
students with quality education?
This material is from the online presentation
for Rethinking School Reform: Views From The Classroom, edited by Linda
Christensen and Stan Karp, published by Rethinking Schools. For more
information see www.rethinkingschools.org/rsr
Summer 2003
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