ReganThornton_Article_Summary_3_EE628

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Dec 6, 2023

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Regan Thornton EE628 April 10, 2023 Rose, M. (2014, December 10). School reform fails the test . Phi Beta Kappa. https://theamericanscholar.org/school-reform-fails-the-test/ Article Summary #3: School Reform Fails the Test The essay by Mike Rose (2014) discusses his journey of visiting public schools across the United States to compare school reform with the efforts of teachers and students. He discusses his experiences visiting classrooms in rural Montana, inner-city Chicago, California, Baltimore, and the Mississippi Delta. He explains that although the classrooms were very different regarding their instructional and management techniques, all teachers believed their students could be engaged by ideas and had the potential to succeed (Rose, 2014). Rose (2014) explains that the system of standardized testing and teaching to the test does not measure the classrooms he visited, and he explains that even though teachers can prepare students for standardized testing and students go up in their scores, the students could still not be recessively a high-quality education. Rose (2014) expresses that if individuals determine success by a test score, individuals miss out on other intellectual achievements that are less readily quantifiable than a test score. Also, an additional negative effect of the push for standardized testing is a decrease in instructional time for science, history, geography, and the arts (Rose, 2014). Overall, the current school reform movement fails because it does not successfully address the challenge of targeting problems without, in turn, diminishing schools' achievements and undermining the purpose of the schools' accomplishments (Rose, 2014). For schools to improve, individuals must be 1
informed by the knowledge gained in the surrounding school neighborhoods, be knowledgeable about students' experiences, and consider the components of a teacher's position (Rose, 2014). Something about my teaching demonstrated in the article is that standardized test scores are used to measure a teacher's effectiveness in my school district, and they are a significant component of a teacher's annual evaluation. This can be challenging for teachers that teach struggling students that are placed in intensive reading and intensive math classes due to their low test scores and being several grade levels behind in reading and math content. Although I can view the importance of analyzing standardized test scores for effectiveness, more factors should be considered regarding student performance, such as students' grades. Something about my teaching that is different than what the article says is that my school places equal emphasis on science and social studies instruction. Although many schools have diminished the instructional time they spend on science and social studies in favor of spending additional time on the state-tested subjects of math and reading, my school district has done an excellent job of ensuring that science and social studies are viewed as equally important to math and reading. For example, my 6th-graders must pass all their core courses, including English Language Arts, Math, Earth and Space Science, and U.S. History. Through this method, all subjects are viewed as equally important because they influence whether or not the student will pass on to the next grade level based on their academic performance in those core subjects. One question that I still have after reading this article is: Why do school districts not provide professional development opportunities regarding school reform so that educators are more aware of the policies and procedures that affect their jobs? As a public school teacher, I enjoyed reading this article, and I appreciated how the article made me reflect on current educational reform policies and how they affect public schools today. 2
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