Students testing is going to end racism
https://www.justiceinschools.org/files/playpen/files/opting_out_full_length_case_-_formatted.pdf
1. What is the issue in the case study?
2. Darrell Jackson stated, “How exactly do you think more testing is going to end racism for our students? How is testing going to help our kids? Let’s be honest, we went from literacy polls tests to standardized testing somehow; it absolutely makes no sense. Testing is just another part of the racist society we live in.” (Wilson & Hastings) What can schools do to alleviate Mr. Jackson’s opinion about testing?
3.“Lewin and her staff had certainly spent a fair amount of time thinking about the tests: analyzing data, strategizing on ways to improve their performance, and also how to target interventions to students who might be able to move from the ‘less than proficient’ level to ‘proficient.’” (Wilson & Hastings) Based on Chapter 2 which model(s) do you believe are missing that prevent students from performing well on standardized tests?
4.What makes this case study relevant to this week’s reading? List 3 connections that you found with the case study and Chapter 2.
5. According to Creswell and Roth (2018), “Case studies often end with conclusions formed by the researcher about the overall meaning delivering from the case(s).” Imagine you were the researcher for this case, what conclusions have you formed about the issue?
6. What has Principal Lewin done to gain more knowledge about the issue? Do you agree or disagree with her actions? Why or why not?
7. If you were Principal Lewin, how would address the concerns when teachers and parents stopped by your office? (Write a 3-5 sentence paragraph of what you would say to teachers and parents.) Please use this ARTICLE!!!! https://www.justiceinschools.org/files/playpen/files/opting_out_full_length_case_-_formatted.pdf
Sample Solution
The issue explored in the case study is the power dynamics between school administrators and parents when it comes to opting out of high-stakes testing. The case presents a hypothetical situation in which a mother, Mrs. López, requests that her son be exempted from an upcoming standardized test due to his recent diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). However, the principal refuses to honor this request based on state policy. This conflict illuminates the tensions between parental autonomy and administrative authority over students’ education.
High-stakes tests are often seen as important measures for student success and performance. As such, there can be significant pushback against students being excluded from taking them; however, there may also be justifiable reasons why certain students should not take these tests or need accommodations so they can participate fully. For example, Mrs. López’s son has recently been diagnosed with ADHD and she believes he would not do well on the standardized test without special accommodations that have yet to be approved by the school district or state government.
In addition to illuminating conflicts between parents and administrators around opting out of high stakes testing, this case also raises questions about who holds ultimate decision-making power regarding a student’s educational outcomes. Ultimately, both parties—administrators and parents—have their own interests at heart: administrators want to protect their schools from poor scores while at the same time foster an environment conducive to academic growth for all students; parents are primarily interested in what is best for their own children personally.
