Please take a moment to read this post on fwd Pearson.
So according to Pearson, $1.7 billion is not enough. Really?
I encourage readers of @ the chalk face to go to the post and leave a comment. Below is what I posted.
“State tests tell us some important things about that, including which schools need the most help to improve student learning and which schools can serve as models for those schools to learn from.”
The above sentence demonstrates your delusional thinking and corrupted understanding of what tests “tell us” and your total disregard for “learning.” First, tests do not even begin to scratch the complex surface of “learning.”
Tests are subjective constructions that ask questions about what people in power consider important. Getting answers right on “tests” really demonstrates appeasement to the ruling class. Getting answers wrong is evidence that the test taker has either not been fully indoctrinated into the dominant culture and/or probably lacks the social capital and financial foundation that are absolutely essential to “achieving.”
And please call it”achievement.” It is not learning! Learning defies constricting parameters and allows individuals to develop human potential to transcend the psychometric borders imposed by “achievement tests.”
In other words, test scores will always be predicted by socioeconomic and political status.
But remember, children with low test-scores are “learning” a lot. They are “learning” that the current infatuation with data and the distorted view of public education by those in power are dooming them to a life of subjugation—the school to prison pipeline!
Follow Timothy D. Slekar on Twitter: www.twitter.com/slekar