Kentucky Education Report is always looking to highlight teacher voices on education policy issues. Too often, education debates leave out input from the frontline players: The teachers.
Today, teacher Tiffany Dunn shares with us her thoughts on two key issues: Poverty and testing.
About Tiffany Dunn:
I am a parent whose child (3rd grade) attends one of the highest performing elementary schools in the state (Kenwood Station – OCPS) and a teacher in one of the lowest performing middle schools in the state (Lassiter Middle – JCPS). I am in my 6th year of teaching and this is my 2nd year as an ESL teacher at Lassiter, a “low performing” school.
How she became an education activist:
I became involved in education activism after starting my first year at Lassiter. Going into the position (after seeing their KPREP scores – oh my!), I thought “great, I’ll stay here one year and get the heck out as soon as I can apply for a transfer!” BUT I soon found out that Lassiter is an amazing school with so many wonderful kids…poor kids. I found out that Lassiter has many great teachers, that the reason for the “low performance” wasn’t the teachers, it was the socioeconomic status of our students. Who knew all the bad teachers didn’t just congregate at all the “low performing” schools?!?! Now I’m telling anyone who will listen about the real crisis in education, poverty.
How poverty impacts the kids Tiffany teaches:
Lassiter is over 85% free and reduced lunch. We have a large ESL/LEP population. These kids are at a disadvantage. Most of them started school behind and they will stay behind because of the conditions they live in. They worry. They worry about food. They worry about utility bills. They worry about clothing. No child thinking about these things can give their all in school.
Is all that testing and test prep helping the kids at Lassiter?
Unfortunately, we are not addressing this issue. Instead of putting an assault on childhood poverty, we’re pumping money into ill-advised standards and testing. We tests these kids ALL the time. On top of all the state/federal mandated tests our district has its own mandated diagnostic and proficiency assessments. They require us to teach certain CCSS standards each 9 weeks and then test them. This is ON TOP of our own classroom and PLC assessments! All in the name of the almighty KPREP. The district uses these tests as a predictor as to how well kids will do on KPREP. Because this ONE test is how we label our kids, our schools and our teachers. As an ESL teacher, I can’t keep up with the teaching/testing schedule. My kids are way too low. It is educational malpractice to set kids in front a test knowing they are going to fail or move them along at a pace that is too fast. Best practice would be to take all of this time testing and test prepping and put it into actual teaching.
On Labels from Tests and Opting Out:
I could go on and on about the wrong direction we’re taking in education. I refuse to accept the labeling of our children and schools by one test score, by one set of standards. Ranking, filing and pitting schools against one another is wrong. There will always be a “loser” in this system. I will be opting my own daughter out of any and all testing that does not guide classroom instruction; this includes KPREP. Teachers and especially parents must speak up and demand more for our kids!
Are you a Kentucky teacher with a story to tell? Email me at email@example.com
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