Larry P. Vs. Rile Case Study

Furthermore, the two cases are different in some aspects as well. In Diana v. California State Board of Education (1970), the students involved were Mexican-Americans and the issue being settled was IQ testing in students’ primary language. In Larry P. v. Riles (1984), the students involved were African-Americans and the issue being settled was the racial disproportionate placement in special

In the case of Larry P. versus Riles, 1972, it was determined the intelligence tests were used to illegally place six African American students in classes for students diagnosed as mentally retarded. The courts found the use of these tests to placed minority students in special education violated their rights under 1964 Civil Rights Act. The tests were considered culturally and racially biased and did not consider the family background of the students. The courts halted all use of these type test and their use to place minority students in special

Time is being taken away from learning and on average, students take 20 standardized assessments a year

The stress settled in once the word ‘testing’ echoed through the classroom. The students knew what it brought, and they knew how dreadful it would be; sitting in one room, hour after hour and day after day, silent and still, with only the sound of the clock resonating through their heads. Standardized tests are assessments that local and national governments may require their students to take. However, these tests do not properly evaluate their intellect, and only lead to tension and mental strain on a student’s attentiveness. Although many schools believe that these assessments are productive, it is proven that they are not beneficial to students because standardized testing leads to stress and anxiety, it is wasting valuable classroom time,

Guardians of six African American elementary school children, in San Francisco filed a suit against the California Department of Education in 1971. The offended party represented a class of African American children who had been placed – or later in the future be placed in a special education class called EMR “educable mentally retarded.” The EMR classed was designed for children who were found to be incapable of learning in a regular class. Keeping them from developing the necessary skills for them to return to a regular school environment. The offended parties challenged the process of the standardized individual intelligence tests. Expressing that it was one-sided against African American children, which can cause an increased socioeconomic

Larry P. was black child who attended school in the San Francisco Unified School District in California. He was given an IQ test and as a result of his scores was assigned to a classroom for mentally retarded children. Wilson

Not only are those two words awful for any student to hear but it has two incredibly enormous issues, which are the flaws of Common Core’s teaching style and the endless stream of constant testing. Common Core’s education style is so incredibly flawed that it is extremely surprising that it has been accepted throughout the United States. Countless numbers of parents have a difficult time with Common Core because nearly everything is being taught in a completely new fashion that they have never learned making in difficult if not impossible for them to help out. In addition to this thoroughly flawed teaching style, the continuous testing of students is just as bad, if not worse, than the teaching style. According to a study performed by the Council of the Great City Schools found that “students take an average of 113 standardized tests between pre-K and 12th grade” (Hefling) which accounts for 15 percent of the school year. Not only is that an extremely high percentage but that does not include Advanced Placement exams, career and technical education courses, or college entrance exams. Not only is this a ridiculous amount of testing but these tests effect much more than the rest of the students’ lives but it also effects the livelihoods’ of their teachers. During a school board meeting in Florida on March 24, 2015, Luke Flint, a teacher at the school, said the

I am waiting to hear back from the plaintiffs’ attorney regarding alternate dates due to Ms. Bicker’s unavailability on January 20. They are on trial the week of January 23 and I have asked them to look at the week of January 13. I will let you know as soon as I hear back from them.

Only recently with the addition of the Common Core Standardized Tests, students are being faced with more tests than ever. A typical student takes 112 mandated standardized tests between pre-kindergarten and 12th grade (Study says standardized...). In my opinion, the complexities of these tests are inclining to a degree where they are unreachable to the average student. These tests are an unreliable measure of performance with unfair instruction time. Student anxiety and stress has become so awful that the Standford-9 exam comes with instructions on what to do in case a student vomits on the test. While the tests are there for students skill-measurement scores, they aren’t the only one’s who need to prepare for the exam. Teachers are equally pressured by their overhead figures to insure student’s score well. Just like the students, standardized tests are an imprecise measure of teacher performance, yet they are used to reward and punish teachers. Teachers are being required to a more progressive teaching style with emphasize on reflective learning. The effects of this are being nicknamed “drill and kill” test prep. Developing a corresponding curriculum prior to these assessments can be tricky because of the ambiguous content the Common Core requires. A considerable majority of these tests are given to students online. These already pricey tests come at an expensive cost for schools. An underlining problem people are concerned about is declining student scores being used as an excuse to close public schools that already can’t afford for the computers to take the test, and open more voucher

Many teachers these days are “teaching to the test” and hurting their students in the process. The students are not properly taught to retain information that will be helpful in the future. Many students are taught to memorize the information for the test and to never look back on that information until an exam, where the whole memorizing process starts again. The information is never fully learned or understood. “ students ... have very little idea how they can apply the information throughout their lives” (Source F). Many students cannot remember what they have learned up to the current week, and many researchers have found that since the information is not currently being used, it has been pushed to the back of the mind and in most cases, forgotten. Researchers have found that many students forget up to 60% of material that they learned in high school before moving to a university. The information that has been consumed by students is not being applied in real life situations. And the tests will not help students in the future with getting jobs or any real-world knowledge. “Instead of being able to explain what they can DO with the information they have learned (i.e., order food at a restaurant from language class, determine appropriate change while shopping from math class), students often only cite the technical

What once began as a simple test administered to students yearly to measure understanding of a particular subject has, as Kohn (2000) has stated, “Mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole” (p.1). Today’s students are tested to an extent that is unparalleled in not only the history of our schools, but to the rest of the world as well. Step into any public school classroom across the United States and it will seem as if standardized testing has taken over the curriculum. Day after day teachers stress the importance of being prepared for the upcoming test. Schools spend millions of dollars purchasing the best test preparation materials, sometimes comes at the cost of other important material. Although test

Standardized testing creates a lot of stress on students and educators alike. Because of how much stress is put on them to prepare students for these tests, many excellent teachers quit their jobs everyday. In fact, in April, new federal data stated that 17 percent of new public school teachers leave their profession after four years due to stress and other reasons. Some teachers fail to teach students skills that go beyond the tests because they’re so pressured to get their students ready for these exams. This amount of stress can lead to feelings of negativity towards school and learning in general as well as cause negative health issues. Standardized tests places a large amount of stress on both teachers and students.

Students are stressed. But, what is the goal of these tests? Are we trying to make students compete with one another to see who gets the higher score? Or are we preparing them for life outside of school? Maybe at one time these tests were used to measure how well the future leaders of our countries were learning, but now it is no longer like that. These tests seem to show no post-school value except to find the most successful kids and give them scholarships to college. Going along with this, everyone, depending on their grade, is required to take the same exact test. Despite their different ways of thinking, students are grouped together and the ones who are different are “wrong” simply because they were unable to learn it due to the way they were taught. Holding every single student to the same standards avoids the fact that everyone has a different mindset and each person may excel in different subjects. This poses a question: when will the system change? Students are held to such enormous pressure that when they meet the standards, they are convinced they’re stupid, and I struggle with this, too. However, it would be easier if all of the intimidation encountered when we are testing would just be withdrawn and students can be able to take a test, try their best, and if they don’t succeed, they can continue to work hard because, after all, a test shouldn’t determine how

Many aspects of students’ lives dwell on how they do on tests, such as the ACT, SAT, or even their basic grades to be accepted in to college. The tests need to be designed to accurately gather information on the knowledge of the student, the ACT only asks you a hand full of questions on basic subject yet take math for instance there are thousands of areas in math to understand and master. Not only are there more than very specific questions asked the tests do not take in to account the different ways people solve problems such as having to write out question. Some students such as myself cannot do mental math and it takes us longer to understand the question we are being asked to evaluate, yet the ACT is a timed test. This creates a bias in the system that students don’t know math were the real problem could either be test anxiety or a lack of time given to properly complete the test. Testing is deeply rooted in students’ lives, making it an ever more pressing matter to fix the issues that concern us

When students think about tests, their thoughts tend to move more towards the idea of “how am I going to memorize all of this in one week,” I know this from experience. Why is this the way that students treat such “important” tests? I ask myself that question just about every time I think about taking an end of course test, SAT, ACT, or anything like that. All across the nation, students have also been introduced to a thing called common core, which has, for some reason, been made even more difficult than the previous set standards. This seems to be no solution to the problem, but will more than likely only worsen the ditch that we have gotten ourselves into, in terms of education. Before focusing on making school more challenging for students and teachers, would not it make more sense for the problem of students not actually learning the content of the course to be fixed first? With more challenging tests, comes more confused students who are willing to do anything just to pass; including flushing their education down the toilet. They do this by only storing the information in their short-term memory rather than actually learning the content of the class, but it’s not always their faults, either. The way the school system is set up, students are not taught how to actually learn the material or use it in real life. A student’s only goal is making good grades on the tests and surviving the class. This memorizing business can hurt students later on in life, as well. These kids get used to taking the easy way out, and will never learn the “deeper-thinking skills” that they need to succeed in the world today. “The focus on memorization, fueled by standardized testing, has obstructed learning, according to Linda Darling-Hammond of Stanford University, who argues that students have been losing or squandering most of the information they acquire in school.” (Towler.) Even a