Submitted by Kris Nelson on June 7, 2010 - 12:50pm.
I've always been an advocate for schools with integrated learning environments that pay attention to the different ways individuals learn. I wish our public schools were set up in this manner. This book and these two schools are good references:
http://www.allkindsofminds.org/akomportal/book/
Submitted by Isaac Graves on May 10, 2010 - 10:12pm.
I just returned from a screening of Race to Nowhere hosted by September School and the Parent Engagement Network. The film's education consultant, Sara Truebridge gave a wonderful overview of the film's purpose and facilitated a very enriching Q&A session following the film. I was too enthralled to take notes, but I am still able to identify two element I found to be profound. 1) VoiceWhat caught my eye from the second the film began until the very end was the honest, personal stories those interviewed shared. We, adults, can debate education policy and practices endlessly, but there's one set of truths nobody can debate: the feelings and experiences of students who are living it on a daily basis. The film then beautifully blends the voices of parents, medical professionals, and educators to complete a stirring overview of the pressures faced by young people in education today. 2) HopeI am an eternal optimist. I have watched so many films on education that have left me hopeless, but what I appreciated about this film was that it ended with hope. It ended with an encouraging message that change it possible. This is not to say my heart did not fall out of my chest during some parts, but there's a glimmer or hope and a spark this film gives that can hopefully lead us all to radically transform the way we think about education, learning, and community. I look forward to hearing what others thought of the film. I, for one, look to use this film as a way to galvanize support for providing accessible, learner-centered options in education. Respectfully, Isaac GravesOutreach CoordinatorAlternative Education Resource Organizationwww.EducationRevolution.org
Submitted by Kerry Dickinson on May 12, 2010 - 10:32am.
What is STAR testing?
“Each spring, California students take a battery of standardized tests that comprise the state's STAR (Standardized Testing and Reporting) Program. The key component of the program measures students’ achievement of state academic content standards. The program began in 1998.
All students in grades 2-11 participate in the STAR Program, including students with disabilities and students who are English learners.
California's school accountability system, the Academic Performance Index (API) is based primarily on results from the STAR program, as well as the California High School Exit Exam (CAHSEE).”
I’d like to mention two often unknown facts about STAR testing.
Fact # 1. STAR testing is NOT mandatory. That is, parents can have their children opt out of STAR testing if they wish by simply writing a letter to the school’s principal.
“Parents may request in writing to the principal that a student not be tested.”
According to California Code of Regulations, Title 5, Education, Division 1, Chapter 2, Subchapter 3.75, Standardized Testing and Reporting Program, sections 852:
“(a) A parent or guardian may submit to the school a written request to excuse his or her child from any or all parts of any test provided pursuant to Education Code section 60640. A school district and its employees may discuss the Standardized Testing and Reporting program with parents and may inform parents of the availability of exemptions under Education Code section 60615. However, the school district and its employees shall not solicit or encourage any written exemption request on behalf of any child or group of children.”
When my children were in elementary school, I wasn’t aware that STAR testing was optional. If I had known then what I know now, I would have opted out of STAR testing in grades 2-5. At grade 6 my husband and I would have evaluated the benefits versus drawbacks of the testing, and re-evaluated our decision based on the specific needs of each of our children.
Last year, when I became aware that this testing was optional, we decided to opt out of the STAR test for our 7th grader who has test anxiety and other learning issues. This year we have decided to have him take it in 8th grade primarily for one reason: practice for the California Exit Exam (CAHSEE) which he is required to take, and pass in 10th grade, in order to graduate from high school.
I believe that standardized tests are not preparation for life, but are preparation for more standardized tests. And these tests play a big role in institutionalized education for many years for our children. If our children want to achieve a satisfactory result on these tests, they will have to practice taking them. However, I firmly believe that they do not need to begin practicing these tests until the middle school years, and then only if the benefits of taking the tests outweigh the detriments. That must be determined by each family depending on the needs of each individual child.
Fact # 2. Teachers are not supposed to teach to the STAR test.
“a) A city, county, city and county, or district superintendent of schools or principal or teacher of any elementary or secondary schoolshall not carry on any program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used therein.”
b) A city, county, city and county, district superintendent of schools, principal, or a teacher of an elementary or secondary school, including a charter school, may use instructional materials provided by the department or its agents in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning.”
I was a bit annoyed recently when my 8th grader came home with a word search of math terms for Algebra homework. I see little value in an assignment like this and see it as busy work. It seems to be a waste of the student's and teacher's time. In addition to that, when I asked my son what he was doing in Algebra this week, he said he was copying down terms from the glossary to prepare for STAR testing. Again, I see this as a waste of all 8th grader's valuable class time.
I would like to see more constructive use of class time where students are actively engaged in learning about Algebra instead of a narrow focus on one component of the STAR test (math terms from the glossary). I would also like to see either no homework or homework that is a valuable extension of the learning that really helps students become interested and engaged in Algebra.
How do we get students to begin thinking like mathematicians? Certainly not by doing word searches and copying terms from the glossary to prepare for STAR testing!
Submitted by Dr. Robert Fettga... on May 23, 2010 - 6:54pm.
This film is journalism excellence as it takes viewers into the real lives of young people who are like so many that I have counseled over the last 20 years. Here in the Silicon Valley cultural norms have long influenced good families and teachers to over-parent, over-teach and unknowingly harm. Yet, psychological research of more than 30 years demonstrates that excessive pressure across life domains causes both acute and chronic problems.
You might never guess that with a look at the California Department of Education website where our failing school system is represented by the ever-smiling Jack O'OConnell, an emphasis on "high expectations" and accountability (i.e., high stakes STAR testing) and absent a single reference to the scientific literature for the "race to nowhere". I have found the Superintendent to be patronizing and dismissive when questioned, but this amazing film, website and public response may well get the attention of State and Federal Officials across the country! Robert Fettgather, Ph.D.
Submitted by Devon Drake on May 27, 2010 - 4:53pm.
Thank you so much for making this important film! It fully encapsulates the frustrations I have with today's education model. I had the privilege of seeing R2N earlier this month. I'm a believer and want to help spread the word and start advocating for critical changes to our education system. At the end of the film, there was a listing of steps parents, students, educators, medical professionals and policy makers could take. I can't seem to find the list on your website. Are there plans to post the steps on your website?
Submitted by Chelsea Doctors on May 27, 2010 - 10:54pm.
If you are registered on the website, look on the navigation bar under Take Action and the items at the end of the film can be viewed. Thanks for helping to spread the word. We will also need facilitators at screenings so stay tuned for that.
Submitted by Mark Wallace on June 24, 2010 - 12:23pm.
From a Newsweek article explaining how they ranked America's "best" high schools comes this gem:
"AP, IB, and Cambridge are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations."
Im very excited to see this documentary, though I do feel that these are problems that have existed for a long time since compulsory education was instated in America and since have evolved to this ever growing parasite of government standards of learning and education. I believe that the only TRUE learning is done through intrinsic motivation/ learner lead education without the threat of adult authority ruining youth's autonomy and responsibility.
Luckily Sudbury schools offers just that environment where youth can explore themselves by taking responsible for thier own education and learning, while participating in a democratic school setting. I feel so lucky to have found such schools and can only hope that more people who are rejecting Americans rigid image of "education" can entertain alternative education and embrace Sudbury ideas of responsibility, learning, curiosity, freedom, democracy and passion for living life.
For more information about Sudbury Schools please visit: http://sudval.org/ http://www.democraticeducation.org/
I was very touched by the film which my wife and I, as well as friends in our school and community have been anticipating since seeing the trailer. Our school (Almaden Parents Pre-School) was fortunate to be one of the sponsors of the Morgan Hill screening. I wrote a blog to share my thoughts at:http://kflores.com/archives/171
I also recommended the documentary be covered on a web show for the social media/network site that I work for - Dipdive.com. It was covered in today's Feature Film Friday DailyDips episode, which can be seen here: http://bit.ly/ddip219
Best of luck with the film, we'll continue spreading the word via word-of-mouth, Facebook, Twitter (@kflores, @dipdive if you care to retweet), etc.!
Submitted by Susan Parry on July 24, 2010 - 11:46am.
I just viewed your film at the Okanagan Film Festival. What a relief to see this important issue being raised by parents with effective communication techniques. As an educator I am all too well aware of the negativity and stress that is impacting upon our children. We are treating our children as second class citizens with little regard to their physical or mental well-being. It is even more horrific to witness the neglect that is happening to children with learning disabilities since our government cutbacks. Children are being tested endlessly and yet they are denied access to the support and counselling that they require because of a "lack of funding". In the meantime the children suffer from bullying, self-mutilation, self-medication, depression, aggression and negative self-esteem issues. It is a disheartening situation, but with enough education and awareness changes can be made.
I thank you for being the catalyst for change.
Sincerely,
Susan Parry, BEd, MEd
Submitted by dmydlack on August 26, 2010 - 7:35am.
Did we really birth our children to deliver-them-to-jobs, creative or otherwise?
We do NOT have to "really think what does it take to produce a happy, motivated, creative human being."
They come that way.
If we're substituting "pressuring them to think deeply and conceptually" over "pressuring them to perform and achieve" then we just plain missed the boat (again.)"
There were way better people to interview than these.
Is it better a film gets it half-right or for that film to go back for some authentic soul-searching, additional research, shooting and a major re-edit?
Submitted by Warhammergrimace on August 31, 2010 - 3:29am.
The same issues highlighted on this film are common place in the Uk as well. Students are tested all the way through their educational life, at high school the after school work load is incredibly high. We wouldn't ask an adult to put in the amount of hours at work as we do with school kids. I'm always astonished at the pressure we place on kids, and I've noticed that behaviour in the classroom has deteriorated and I'm convinced this is partly due to pressure and a growing work load.
Whilst at University I received a far lower work load than I did at high school which is ridiculous, surely when at University a student should be expected to receive more than when they were at high school.
In the UK we are seeing a growth in NEETS (Not in Education, Employment or Training). I convinced this is due to students becoming disillusioned whilst at high school and being burnt out.
Email this page
Comments
Welcome to the Race to Nowhere Discussion Board
School Framework
I've always been an advocate for schools with integrated learning environments that pay attention to the different ways individuals learn. I wish our public schools were set up in this manner. This book and these two schools are good references:
http://www.allkindsofminds.org/akomportal/book/
Catlin Gabel School, Portland, Oregon
http://www.catlin.edu/
Arbor School, Portland, Oregon
http://www.arborschool.org/
I just returned from a screening of Race to Nowhere
I just returned from a screening of Race to Nowhere hosted by September School and the Parent Engagement Network. The film's education consultant, Sara Truebridge gave a wonderful overview of the film's purpose and facilitated a very enriching Q&A session following the film. I was too enthralled to take notes, but I am still able to identify two element I found to be profound. 1) VoiceWhat caught my eye from the second the film began until the very end was the honest, personal stories those interviewed shared. We, adults, can debate education policy and practices endlessly, but there's one set of truths nobody can debate: the feelings and experiences of students who are living it on a daily basis. The film then beautifully blends the voices of parents, medical professionals, and educators to complete a stirring overview of the pressures faced by young people in education today. 2) HopeI am an eternal optimist. I have watched so many films on education that have left me hopeless, but what I appreciated about this film was that it ended with hope. It ended with an encouraging message that change it possible. This is not to say my heart did not fall out of my chest during some parts, but there's a glimmer or hope and a spark this film gives that can hopefully lead us all to radically transform the way we think about education, learning, and community. I look forward to hearing what others thought of the film. I, for one, look to use this film as a way to galvanize support for providing accessible, learner-centered options in education. Respectfully, Isaac GravesOutreach CoordinatorAlternative Education Resource Organizationwww.EducationRevolution.org
What is STAR testing?
“Each spring, California students take a battery of standardized tests that comprise the state's STAR (Standardized Testing and Reporting) Program. The key component of the program measures students’ achievement of state academic content standards. The program began in 1998.
All students in grades 2-11 participate in the STAR Program, including students with disabilities and students who are English learners.
California's school accountability system, the Academic Performance Index (API) is based primarily on results from the STAR program, as well as the California High School Exit Exam (CAHSEE).”
[Taken from… http://www.ed-data.k12.ca.us/articles/Article.asp?title=Understanding%20the%20STAR]
I’d like to mention two often unknown facts about STAR testing.
Fact # 1. STAR testing is NOT mandatory. That is, parents can have their children opt out of STAR testing if they wish by simply writing a letter to the school’s principal.
“Parents may request in writing to the principal that a student not be tested.”
[Taken from… http://www.ed-data.k12.ca.us/articles/Article.asp?title=Understanding%20the%20STAR]
According to California Code of Regulations, Title 5, Education, Division 1, Chapter 2, Subchapter 3.75, Standardized Testing and Reporting Program, sections 852:
“(a) A parent or guardian may submit to the school a written request to excuse his or her child from any or all parts of any test provided pursuant to Education Code section 60640. A school district and its employees may discuss the Standardized Testing and Reporting program with parents and may inform parents of the availability of exemptions under Education Code section 60615. However, the school district and its employees shall not solicit or encourage any written exemption request on behalf of any child or group of children.”
[Taken from: http://www.cde.ca.gov/ta/tg/sr/admin.asp]
When my children were in elementary school, I wasn’t aware that STAR testing was optional. If I had known then what I know now, I would have opted out of STAR testing in grades 2-5. At grade 6 my husband and I would have evaluated the benefits versus drawbacks of the testing, and re-evaluated our decision based on the specific needs of each of our children.
Last year, when I became aware that this testing was optional, we decided to opt out of the STAR test for our 7th grader who has test anxiety and other learning issues. This year we have decided to have him take it in 8th grade primarily for one reason: practice for the California Exit Exam (CAHSEE) which he is required to take, and pass in 10th grade, in order to graduate from high school.
I believe that standardized tests are not preparation for life, but are preparation for more standardized tests. And these tests play a big role in institutionalized education for many years for our children. If our children want to achieve a satisfactory result on these tests, they will have to practice taking them. However, I firmly believe that they do not need to begin practicing these tests until the middle school years, and then only if the benefits of taking the tests outweigh the detriments. That must be determined by each family depending on the needs of each individual child.
Fact # 2. Teachers are not supposed to teach to the STAR test.
Education Code Section 60611:
“a) A city, county, city and county, or district superintendent of schools or principal or teacher of any elementary or secondary schoolshall not carry on any program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used therein.”
b) A city, county, city and county, district superintendent of schools, principal, or a teacher of an elementary or secondary school, including a charter school, may use instructional materials provided by the department or its agents in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning.”
I was a bit annoyed recently when my 8th grader came home with a word search of math terms for Algebra homework. I see little value in an assignment like this and see it as busy work. It seems to be a waste of the student's and teacher's time. In addition to that, when I asked my son what he was doing in Algebra this week, he said he was copying down terms from the glossary to prepare for STAR testing. Again, I see this as a waste of all 8th grader's valuable class time.
I would like to see more constructive use of class time where students are actively engaged in learning about Algebra instead of a narrow focus on one component of the STAR test (math terms from the glossary). I would also like to see either no homework or homework that is a valuable extension of the learning that really helps students become interested and engaged in Algebra.
How do we get students to begin thinking like mathematicians? Certainly not by doing word searches and copying terms from the glossary to prepare for STAR testing!
Thanks Kerry.
Thanks Kerry.
California's Race to Nowhere
This film is journalism excellence as it takes viewers into the real lives of young people who are like so many that I have counseled over the last 20 years. Here in the Silicon Valley cultural norms have long influenced good families and teachers to over-parent, over-teach and unknowingly harm. Yet, psychological research of more than 30 years demonstrates that excessive pressure across life domains causes both acute and chronic problems.
You might never guess that with a look at the California Department of Education website where our failing school system is represented by the ever-smiling Jack O'OConnell, an emphasis on "high expectations" and accountability (i.e., high stakes STAR testing) and absent a single reference to the scientific literature for the "race to nowhere". I have found the Superintendent to be patronizing and dismissive when questioned, but this amazing film, website and public response may well get the attention of State and Federal Officials across the country! Robert Fettgather, Ph.D.
Steps for change
Thank you so much for making this important film! It fully encapsulates the frustrations I have with today's education model. I had the privilege of seeing R2N earlier this month. I'm a believer and want to help spread the word and start advocating for critical changes to our education system. At the end of the film, there was a listing of steps parents, students, educators, medical professionals and policy makers could take. I can't seem to find the list on your website. Are there plans to post the steps on your website?
Call to action
If you are registered on the website, look on the navigation bar under Take Action and the items at the end of the film can be viewed. Thanks for helping to spread the word. We will also need facilitators at screenings so stay tuned for that.
Newsweek on America's "Best" High Schools
From a Newsweek article explaining how they ranked America's "best" high schools comes this gem:
"AP, IB, and Cambridge are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations."
Sudbury Schools: Freedom to learn
Im very excited to see this documentary, though I do feel that these are problems that have existed for a long time since compulsory education was instated in America and since have evolved to this ever growing parasite of government standards of learning and education. I believe that the only TRUE learning is done through intrinsic motivation/ learner lead education without the threat of adult authority ruining youth's autonomy and responsibility.
Luckily Sudbury schools offers just that environment where youth can explore themselves by taking responsible for thier own education and learning, while participating in a democratic school setting. I feel so lucky to have found such schools and can only hope that more people who are rejecting Americans rigid image of "education" can entertain alternative education and embrace Sudbury ideas of responsibility, learning, curiosity, freedom, democracy and passion for living life.
For more information about Sudbury Schools please visit:
http://sudval.org/
http://www.democraticeducation.org/
Spreading the word about Race to Nowhere
I was very touched by the film which my wife and I, as well as friends in our school and community have been anticipating since seeing the trailer. Our school (Almaden Parents Pre-School) was fortunate to be one of the sponsors of the Morgan Hill screening. I wrote a blog to share my thoughts at:http://kflores.com/archives/171
I also recommended the documentary be covered on a web show for the social media/network site that I work for - Dipdive.com. It was covered in today's Feature Film Friday DailyDips episode, which can be seen here: http://bit.ly/ddip219
Best of luck with the film, we'll continue spreading the word via word-of-mouth, Facebook, Twitter (@kflores, @dipdive if you care to retweet), etc.!
Regards,
Kevin Flores
Thank you for producing and promoting the Race to Nowhere
I just viewed your film at the Okanagan Film Festival. What a relief to see this important issue being raised by parents with effective communication techniques. As an educator I am all too well aware of the negativity and stress that is impacting upon our children. We are treating our children as second class citizens with little regard to their physical or mental well-being. It is even more horrific to witness the neglect that is happening to children with learning disabilities since our government cutbacks. Children are being tested endlessly and yet they are denied access to the support and counselling that they require because of a "lack of funding". In the meantime the children suffer from bullying, self-mutilation, self-medication, depression, aggression and negative self-esteem issues. It is a disheartening situation, but with enough education and awareness changes can be made.
I thank you for being the catalyst for change.
Sincerely,
Susan Parry, BEd, MEd
Commentary on quotes from the trailer
We are seeing the same issues in the UK
The same issues highlighted on this film are common place in the Uk as well. Students are tested all the way through their educational life, at high school the after school work load is incredibly high. We wouldn't ask an adult to put in the amount of hours at work as we do with school kids. I'm always astonished at the pressure we place on kids, and I've noticed that behaviour in the classroom has deteriorated and I'm convinced this is partly due to pressure and a growing work load.
Whilst at University I received a far lower work load than I did at high school which is ridiculous, surely when at University a student should be expected to receive more than when they were at high school.
In the UK we are seeing a growth in NEETS (Not in Education, Employment or Training). I convinced this is due to students becoming disillusioned whilst at high school and being burnt out.