resistance road trip

[Susan Harman <susanharman@igc.org>]

Dear Friends and Colleagues,

Rich Gibson, Bob Apter, and I are setting out on a tour of California, from
September 7 to 19, from San Diego to Arcata and Yreka, in order to

(1) build resistance to the high-stakes tests and the regimented curricula;

(2) propose a boycott/optout of the spring tests; and, recognizing that even
after a decade and more of test resistance, we still have a lot to learn, we want
to

(3) start discussions by listening to what people have to say about the nature of
their specific schools, districts, and California, and seeing what ideas others
have about what is and what can be done.

We're doing this because we feel a sense of urgency: it’s clear that the war, the
economy, the tests, and the military are starting to press down harder on school
workers. Kids are going to suffer as the economy goes sour and their parents fall
off the economic ladder, poorest first. Educators will suffer from more demands
for regimentation, and our wages and benefits will increasingly come under direct
assault. Salaries will be based on “merit” (read “test scores”), so teachers in
poorest areas will be hit first, but we will all be affected soon.

We would like to visit you at home, in a coffee shop, at school, wherever. We
know your time is limited, but the crises at hand are severe. Please let us know
if you can arrange a meeting, even with one other person. Remember, everything
good starts small.

We’d like to start thinking now about your issues, so if you’ll answer this
survey, we’ll have a clearer picture of what’s going on. Please send it back to
me asap. Thanks!

Susan

1. What is the view of the people you work with (parents, school workers,
students, etc) toward high-stakes testing and the NCLB in particular?

2. Do you see people becoming more ready to act against high-stakes exams, or
more resigned? Why?

3. Do you think there are demographic divisions among educators (that is,
experienced/apprentice, English/Math/History, etc.) that set up differing views
of high stakes exams? What are they, and why?

4. What do you think would be the most effective things we could do to build
understanding of—and action against—NCLB?

5. Do you see a connection between the main trends in schooling (scripted
curricula, high stakes exams, etc.) and war?

6. Are there anti-war groups or coalitions in your area? Do they have a website?

7. How do educators or union locals participate in these groups?

8. Do you participate in these groups? How?