From: Jo Ann Behm <jobehm@behmer.us>
Date: March 16, 2007 3:24:51 PM PDT
To: <ca-resisters@interversity.org>
Cc: Jo Behm <jobehm@behmer.us>, Harold Berlak <hberlak@yahoo.com>,
Susan Harman <susanharman@igc.org>, Rog Lucido <lucid4@cvip.net>,
Susan Allison <sueallison@comcast.net>, Juanita Doyon
<Jedoyon@aol.com>, Susan Ohanian <susano@gmavt.net>, GERALD BRACEY
<gbracey1@verizon.net>
Subject: Re: [ca-resisters] Current "Paul Wellstone Amendment"
being drafted NEED YOUR FAXES ASAP
Resisters-
Things are heating up in the US Congress regarding the pending
reauthorization of No Child Left Behind.
The House and Senate education committees held a joint hearing on
Tuesday, March 13. The Webcast of that hearing is available at:
http://edworkforce.house.gov/hearings/joint031307.shtml
Yesterday, GOP leaders in the House and Senate announced their
intent to oppose NCLB and introduce bills that will allow states to
opt out of NCLB yet continue to receive Title I funds. The news
article on this is available at: http://www.washingtonpost.com/wp-
dyn/content/article/2007/03/14/AR2007031402741.html?referrer=email
(Dozens in GOP Turn Against Bush’s Prized No Child Act)
Those who agree that NCLB [while goals to close achievement gaps
laudable] has had devastating, irreparable effects on students due
to over-reliance on mega-testing should contact their members of
Congress immediately to express support for ‘state opt-outs’ of
NCLB or at the very least a major overhaul that restricts/limits
the use of testing.
~~~~~~~~~~~
In that regard...I was in Washington March 6 & 7 visiting the
offices of CA members of Congress Diane Feinstein, Lynn Woolsey,
and George Miller.
As I posted before---I brought before them a proposed amendment for
NCLB, ”The Paul Wellstone Memorial Amendment” which would prohibit
any state from using NCLB/AYP large scale assessments for any
individual student high stakes decisions, such as, graduation or
promotion.
Alice Cain, Miller’s Senior Education Policy Advisor, wanted me to
meet with Jill Morningstar, Miller’s key staffer with the House
Committee on Education and Labor, because Jill was formerly a lead
staffer with Paul Wellstone’s office when he had S 460 in Committee
[when his chartered plane crashed in Oct. 2002 in terrible weather
killing all on board including Sen. Wellstone, his wife and
daughter]. His bill S 460 would have done exactly this---prohibit
state tests [for systemic accountability] from also being misused
to deny diplomas. The companion bill in the U.S. House was VA Rep.
Bobby Scott’s HR 1513. I have parent-advocate leaders from
Virginia setting up appointments now to get Bobby Scott’s support
on the new “Paul Wellstone” amendment as part of NCLB reauthorization.
In the spring of 2002 I had sent a huge packet of material on
California’s high stakes testing to both Wellstone and Scott to
support their federal bills. The hand writing was on the wall so
I also initiated the Chapman v. CDE case with Disabilities Rights
Advocates in Berkeley early in 2001. The Learning Disabilities
Association was the group plaintiff and I was State President of
LDA-CA---currently Public Policy/Govt. Affairs chair.
Fast forward back to March 6, 2006. Olyvia Rodriguez, Legislative
Assistant, in Feinstein’s office seemed personally convinced that
exit exams are unfair but I detected some philosophical resistance
on behalf of Feinstein---later I learned Feinstein has not been one
to criticize NCLB.
Jill Morningstar who was very supportive will take the “Paul
Wellstone” amendment concept and mounds of information [data on CA
and other states I have prepared] to Miller. I have already had
two meetings [Dec. 2006] with his California staff on NCLB/high
stakes.
Lynn Woolsey broke out of a meeting on Iraq to meet with me and
even got my airline tickets changed so we would not be rushed. She
agreed to work with Miller’s office and sponsor the “Paul Wellstone
Amendment.”
So, please your immediate and most helpful action at this point
would be to FAX a letter to both Miller, Woolsey. Save a copy
because eventually I may ask you to re-send it to every member of
the House Education Committee.
Fax Woolsey at [202] 225-5163 and Miller at [202] 225-5609
Here are bullets:
In follow-up of the March 6, 2007 meeting in Wash. D.C. with
Representative George Miller’s key education staff, Jill
Morningstar, and March 7, 2007 meeting with Representative Lynn
Woolsey and her Legislative Assistant, Jamie Girard, by California
parent disability/minority education policy consultant and
activist, Jo Rupert Behm, we wholeheartedly support her proposed
“Paul Wellstone Memorial Amendment” to NCLB
Much like S 460 [Wellstone] this amendment would prohibit the use
of any large-scale systemic assessment [test] from also being
misused for determining any individual ‘high stakes’ decisions such
as promotion or graduation
California alone in 2006 denied high school diplomas to an
estimated 48,000 seniors who were otherwise [except CAHSEE scores]
fully qualified to graduate with peers on time. Another
22,000-25,000 seniors with disabilities [with mild to moderate
disabilities at grade level who also passed all other graduation
requirements except passing CAHSEE] were exempted and allowed to
graduate in 2006 and 2007.
These non-graduates, stuck in exit exam purgatory, have earned 220
to 270 graduation credits, passed 40-50 courses, including 13 full
year subjects required to graduate. They have taken government,
economics, geography, U.S. history, civics, algebra, English, and
many other subjects over their 16,380 hours, 2,340 days for 1.3
decades in public schools. Yet missing 1-2 bubbles out of 152
questions or not being able to manufacture a cold-turkey essay on a
surprise topic with no word processor, no references, no
dictionary, no edits using just a #2 pencil [opposite real world
expectations] will keep them from graduating.
No state has done the required, exhaustive longitudinal research
into the future comparing passers and non-passers that would
provide empirical data to support [or refute] claims that scores
alone on high school graduation tests have any valid and reliable
predictive value or relevance to post-secondary collegiate or
workforce success, such as transferability of skills tested to
skills needed. In fact, considerable expert opinions abound that
state these cost-effective archaic test formats cannot begin to
evaluate the most respected personal traits needed for success
after high school.
Beginning in 2008, without a federal remedy, as many as 72,000
seniors in the State of California alone will be denied their hard-
earned high school diplomas. Subsequent pass rates [summer & fall
after denied graduation] have been dreadful. Only 813 post-seniors
passed the CAHSEE in July 2006. At this rate, CA will stockpile at
least a quarter million non-graduates [who were qualified to
graduate] creating a new sub-class of desperate young people
barricaded from 4 year college admissions, financial aid, or
sustainable workforce options.
An estimated 20,000 rejected graduates per year will enter
California Adult Ed programs, which are currently understaffed,
under-funded, and have enrollment caps. Yet enrollment in Adult
Ed, or staying on as a 5th year senior on a regular campus,
enrolling in Independent Study, or enrolling in a Charter School
that accepts adults students is required in order to retake the CA
exit exam [CAHSEE] after non-graduation [to get a high school
diploma]. Extra funds needed for this landslide into Adult Ed are
estimated to cost CA taxpayers $33.5 million per year.
While CA is the nation’s largest Petri dish demonstrating egregious
consequences to the most challenged and diverse student
populations, namely English language learners, students with
disabilities, and poor students, California with 48,000 denied
diplomas in 2006 is not alone. Various media report Florida will
annually deny 12,000-15,000 high school diplomas based just on FCAT
scores and retain 43,000 third graders. Maryland expects to
denying 25,000 seniors based on HAS scores beginning in 2009.
Texas denies 20,000-25,000 high school diplomas yearly based just
on TAKS. Utah would have denied 5,000 seniors in 2006 their
diplomas had the State Attorney General not stepped in to convince
UT legislators to postpone the graduation penalty because his
research indicated students would not qualify for financial aid in
college. Arizona and Indiana each denied between 1,000 to 2,000
high school diplomas in 2006. This public policy disaster accounts
for 88,000 foreclosed futures [premeditated institutional abuse]
in just three states—CA, FL, TX---of the 22 with current high
stakes graduation exams!
This is but a small representation of direct and collateral
damage. All toll 22 states have high school exit exams whereby the
exam score alone can squash graduation participation and issuing a
diploma--- irrespective of all other K-12 accomplishments even
college and scholarship offers in the offing. By 2012 there will
be 25 states when Washington [2008], Maryland [2009], and Oklahoma
[2012] enact their high stakes graduation consequences.
Where this Paul Wellstone Memorial Amendment applies is to the 20
states that currently co-mingle their high school exit exam with
their required high school assessment for satisfying NCLB/AYP
requirements. If the Paul Wellstone Amendment is adopted, this
graduation atrocity would terminate in at least 20 of the 25 [by
2012] states with high stakes graduation exit exam connected to
NCLB/AYP and possibly influence less punitive graduation
consequences in the other five [AK, MN, NM, NC, TX].
These exam consequences are not only bleeding the spirit out of the
high school experience, they are exacerbating drop-out [43,000
sophomores in 2002-03 in CA who failed the CAHSEE never came back
for junior year]...but serial testing [up to 11 repeats in MN- but
average 5-7 repeats in most states during high school-and multiple
tries afterward] and monotonous remediation/tutoring before school
“zero period” between 7-8 a.m., during school in lieu of
electives, or after school in lieu of extracurricular activities
needed for college admissions and a for well-rounded education,
such as, performing arts, clubs, sports and job experience. High
stakes tests are severely degrading to teaching and learning.
Copious, respected research exists to debunk the validity of cross-
pollinating a single test for both systems accountability and
individual student accountability. States with so many
embarrassing sanctions looming thanks to NCLB have stooped to
bullying and threatening students by test results by placing test
results “Failed” or “Invalid” on transcripts and diplomas, denying
graduation, handing out worthless “Certificates of Completion,”
making students ineligible for college/job training loans and
scholarships, blocking access to hundreds of thousands of U.S. Jobs
that require a high school diploma [75% of trade association
apprenticeships require a HS diploma or GED to apply]
California seniors denied diplomas can go to community colleges but
are not eligible for Cal Grants. Cal Grants have been providing
funds for college and job training for needy California high school
graduates since 1955. During 2006-07 Cal Grants supplied nearly
$900 million in grants to 290,000 eligible California students.
The funds are an entitlement worth up to $9,700 per year per
student for four years meaning students can get nearly $39,000 for
all sorts of college or career/technical training expenses that
they do not pay back. The dividends to taxpayers in fostering a
well-prepared, contributing workforce make this program a glowing
success. How can adults reconcile denying these funds to post-
seniors who persevered and met every other requirement except
passing an exit exam?
CA is not alone with far-reaching, harmful consequences that haunt
and hurt young adults long after the utter despair and humiliation
of being denied their high school diploma. Three states wage
college acceptance to public universities based on exit exam scores
[AL, TX, NY]. Three states place exit exam scores on high school
transcripts [GA, MD, WA]. This happens in CA, as well, although
State Education Code prohibits placing any test scores on
transcripts without express permission of the parent or adult-age
student. Three states use exit exam scores to inform college
scholarship decisions [AZ, MA, NV]. For example, in NV their
“Millennium Scholarship” awards up to $10k to attend higher ed
institutions or Sierra Nevada Community College, but to qualify
students must pass all areas of their HSPE exam.
Test company errors are too frequent to risk diplomas, college
admittance, financial aid, and sustainable workforce/training
options and opportunities for productive, contributing lives. The
U.S. testing frenzy will test students in the 92,816 American
public schools. Students will take at least 45 million
standardized reading and math exams in 2005-06. That will jump to
56 million in the 2007–08, when states begin testing science as
part of NCLB. Beyond NCLB tens of millions of additional tests
assess college hopefuls. High school students take PSATs, SATs,
ACTs, honors course qualifying exams, many entrance exams, plus
course finals. With stakes so high, errors by test companies have
become “an exponentially growing catastrophe.” [James Popham,
emeritus professor of education UCLA] consequences.
At least 500,000 people taking tests supplied by the burgeoning
$2.8 billion [$500 m from NCLB tests alone in 2005-06] test
industry with just five major suppliers from 2000 through 2006—were
victims of test company mistakes including tens of thousands of
high school seniors wrongfully denied their high school diplomas.
The San Antonio, TX division of Harcourt Assessment Inc., a unit of
London-based Reed Elsevier Plc and one of the world’s largest test
companies, has been cited at least 30 times since since 2000 for
testing errors such as improper scoring, faulty instructions, and
questions with more than one answer. Harcourt isn’t alone. Other
companies are constructing flawed tests, administering them
improperly and scoring them incorrectly [sometimes by poorly
trained, nearly illiterate hourly workers], according to lawsuits
and education department records in 15 states. [D. Glovin and D.
Evans, How Test Company Fail Your Kids, Bloomberg Dec. 2006]
Several years ago CA teachers decried the $200 million teacher and
school bonus program [under former Gov. Gray Davis] based solely on
raising test scores and got it overturned. The controversial
program caused ‘bright flight’ of highly qualified, veteran
teachers who relocated from poor/minority schools to affluent
suburbs where scores were guaranteed to be higher and bonuses
higher. Competition, bitterness, defeat, and cheating took place
as well. CA teachers stood up and said this program was divisive
and corrupt and they could not be bought off so the program ended.
Florida teachers recently protested the same type of FCAT score-
raising bonus program but their protests were ignored and a bonus
program was implemented anyway. These desperate attempts by
government interests to raise test scores to avoid sanctions, jobs,
public embarrassment, and lowered property values must be stopped.
Our economy, our civility, and mostly our children and future
adults are counting on us to get this testing mess fixed with the
help of our federal policymakers who we elected.
Please act now.
Send your faxes to Woolsey at [202] 225-5163 and Miller at [202]
225-5609
Please fax me a copy: 415-897-8115 [no cover needed]
I want to take a stack of your faxes to Washington on my next trip.
Thank you from high school students and their parents and their
devoted teachers across the nation...
Jo
------------------------
Jo Rupert Behm, M.S., RN
State and Federal Health and Education Public Policy Consultant
Phone: 415-897-2426
FAX: 415-897-8115
email: jobehm@behmer.us
"Convincing Grown-ups to Enact Responsible Policy and Legislation
When Deciding the Future of Children" JRB January, '04