Don't let anyone tell you that standardized tests are not accurate measures. The truth of the matter is they offer a remarkably precise method for gauging the size of the houses near the school where the test was administered.
The difference between a good educator and a great educator is that the former figures out how to work within the constraints of traditional policies and accepted assumptions, whereas the latter figures out how to change whatever gets in the way of doing right by kids. 'But we've always...', 'But the parents will never...', 'But we can't be the only school in the area to...' - all such protestations are unpersuasive to great educators. If research and common sense argue for doing things differently, then the question isn't whether to change course but how to make it happen.
Punishments and rewards are two sides of the same coin and that coin doesn't buy you much.
In some suburban schools, the curriculum is chock-full of rigorous A.P. courses and the parking lot glitters with pricey SUVs, but one doesn't have to look hard to find students who are starving themselves, cutting themselves, or medicating themselves, as well students who are taking out their frustrations on those who sit lower on the social food chain.
When test scores go up, we should worry, because of how poor a measure they are of what matters, and what you typically sacrifice in a desperate effort to raise scores.
When we do things that are controlling, whether intentional or not, we are not going to get those long-term outcomes.
Standardized testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.
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