testing

Choosing Race Over Ethics, Fairness, Common Sense, Duty And Our Children’s Future: “Disparate Impact” And The New York Teachers Exam Decision

/ Jack Marshall / 17 Comments
Fine. If you can teach, you can teach. I don't care that you're blue.

Fine. If you can teach, you can teach. I don’t care that you’re blue.

How much, I wonder, will American society be willing to distort its values, reality and duties to the public in order to accommodate false standards of racial justice? How many innocent people will be harmed before this destructive trend dissolves as the truth suddenly dawns, and we ask, “What were we thinking?” If a computer program was designed to invent the perfect example of a court decision that shows how divorced public policy regarding race has become from anything approaching logic, it could not come up with better than this.

Judge Kimba M. Wood (Remember her?) of the Federal District Court in Manhattan ruled last week that the New York’s teachers  exam was racially discriminatory, and the results had to be thrown out.  The exam, the second incarnation of the Liberal Arts and Sciences Test, called the LAST-2, was administered to New York teaching candidates from 2004 through 2012 and was designed to test an applicant’s knowledge of liberal arts and science.  Now, the exam was not found discriminatory because anyone could show, or suggested, that certain questions favored one race’s experience over the other. It was not found discriminatory like those infamous Jim Crow exams, or because experts were able to show how African Americans were uniquely unable to do well on particular questions for identifiable reasons. No, the test was found to be discriminatory because minority teaching candidates failed at a higher rate than white candidates, and that’s the only reason.

In order to eliminate the gap, those questions on which minority applicants did significantly worse will have to be eliminated. Wrote Wood:

“Instead of beginning with ascertaining the job tasks of New York teachers, the two LAST examinations began with the premise that all New York teachers should be required to demonstrate an understanding of the liberal arts.”

We are supposed to immediately grasp that this is a bad thing. Continue reading →

Comment of the Day: “Atlanta Parents’ Verdict: Cheating’s No Big Deal; Grades Are What Matter!”

/ Jack Marshall / Leave a comment

Is this the current condition of public education?

Michael, a teacher, delivers a powerful but depressing comment in response to the post about Atlanta parents, at least in one school, siding with the cheating teachers and administrators in the school system’s testing scandal. In the original comment he also includes some videos that are amusing, sharp, and illustrative. I didn’t import them here, but you can find them with the original post.

“…I am not positive that the education system can be fixed anymore. The teachers don’t feel that teaching is their job and they are proud of it. In many cases, they feel their noble goal is to teach only the amount of material the slowest student in the class feels like learning. The flip side of their mission is to make sure that no one else in the class learns more than that student. We can’t have people getting all ‘uppity and learnin’ or anything like that. The principals believe this is the way to go, the school boards think everything is hunky-dory, and the parents like the fact that their kids are all getting good grades. Any teacher that actually wants to teach the children is drummed out by the other teachers and the students.

“Our school system stopped using books. Why, you might ask? Because they are only teaching the parts of the subject covered on the state test. They know what will be and what won’t be covered and they just don’t bother teaching what won’t be on the test. They stopped issuing books so no one would get suspicious as to why they were only on chapter 4 of 12 at the end of the year. The attitude this breeds in the children is horrific….

“The terrible thing is that they are ruining these students for life. When you are young, your brain is set up to learn. This becomes harder later on. We waste all their learning years sitting them in a classroom learning nothing. Then they go home, watch reality TV and text. When they are in their late 20′s and they don’t know how to do math, not much can really be done.”