North Carolina Teachers Smothered in Tests

From the Advancement Project (ht to Monty Neill)

Taking Back Our Classrooms: The United Struggle of Teachers, Students, and Parents in North Carolina Against High-Stakes Testing

March 5, 2012

North Carolina students, parents and teachers say the state’s use of high-stakes testing as its primary means of evaluating students and schools is ineffective, counterproductive, and denies young people the quality education they deserve, according to a new report.

Released today by Advancement Project, Advocates for Children’s Services and the North Carolina NAACP, Taking Back Our Classrooms: The United Struggle of Teachers, Students and Parents in North Carolina Against High-Stakes Testing shares the experiences of more than 100 teachers, students and parents across five counties – Wake, Durham, Buncombe, Mecklenburg, and Guilford – and the results of a statewide survey of 600 teachers. The report offers their collective recommendations for structuring an accountability system which reflects the realities of classrooms across the state.

Key recommendations include:

• Establishing classroom-based assessment and accountability for students, teachers and schools by offering multiple methods of evaluating students with different learning styles and incorporates peer reviews into teacher evaluations.
• Equipping students to be active and engaged participants in society by focusing on the development of “life skills” and encouraging them to challenge ideas.
• Focusing on early interventions for literacy as a basis for all learning.
• Providing meaningful professional development opportunities for teachers around classroom management.
• Establishing a system for evaluating implementation of reform efforts and identifying disparities in access to quality education.

Attached files

• Taking Back our Classrooms Executive Summary (1.42MB PDF)
• Taking Back our Classrooms Report (14.60MB PDF)
• Taking Back our Classrooms Action Kit (1.57MB PDF)

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