standardized-tests

Accountability makes no sense when it undermines the larger goals of education.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

Sometimes, the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds.

For those of you who may be homeschooled: high school is that four-year asylum where they put teenagers because we have no idea what else to do with them.

There is something deeply hypocritical in a society that holds an inner-city child only eight years old "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.

ultimately, the long-term goal is to have a critically informed public vote out of office representatives that are sacrificing children to the corporate bottom line with prepackaged teacher-proof curricula, standardized tests, and accountability schemes.