 |
Statewide anxiety about WASL
Testing begins today amid concerns about stress on students
Monday, April 24, 2000
By DEBERA CARLTON HARRELL
REDMOND -- In a colorful classroom decorated with a papier mache dragon and Beanie Babies, Teresa Huntley asked her fourth-grade pupils how to make the strongest lemonade out of varying amounts of water and powder.
A veteran teacher, Huntley, like many of her colleagues statewide last week, watched the children's faces -- some crestfallen, some determined, one crying -- as they prepared for the Washington Assessment of Student Learning, known as the WASL.
Today begins the state's biggest evaluation of how fourth-, seventh- and 10th-graders perform in reading, math, writing and listening. The demanding assessment, which this year includes a seventh-grade science test, runs through May 12. (See some sample questions.)
Teachers, students and parents are gearing up for the tests with everything from "Waffles for WASLs" breakfasts to pep rallies.
But in many places, student meltdowns are preceding academic liftoff. Statewide concerns about too much stress on children and teachers, and a dearth of resources, prompted state school Superintendent Terry Bergeson to call this past year "the hardest WASL year we've ever had."
"Parents are worried, students are anxious, teachers are scared that accountability will come down so hard, they'll get fired," she said. "It's time for everybody to take a deep breath and get some perspective."
Washington's fourth-grade assessment has been mandatory for three years; the seventh- and 10th-grade tests are optional, but mandatory next spring.
But the test also is triggering a backlash similar to other states that have adopted higher academic standards. Critics have threatened to boycott the test, mimicking a recent state assessment boycott in Massachusetts.
The local boycott has been urged by Arthur Hu of Kirkland, a parent, computer programmer, candidate for state school superintendent and outspoken critic of education reform and the WASL.
Some sophomores have vowed to "bag out," saying the 10th-grade test doesn't count toward graduation -- although it will starting in 2008 -- and educators acknowledge motivating teens is tough. But many districts, like Bellevue, are fighting would-be slackers with revised graduation standards that require WASL competency and place the scores on student transcripts.
In general, critics consider the WASL, particularly the fourth-grade test, unnecessarily difficult. They say it puts too much pressure on children and takes too much time away from classroom instruction.
Many also worry the WASL has created a hyperfocus on the basic subjects tested to the exclusion of arts and other subjects. And there is broadening concern that without more resources -- professional development, remedial education and targeted funding for schools falling below standards -- the test will widen the achievement gap it is supposed to help expose and close.
Joan Ortega, whose 10-year-old son is in Huntley's class at Redmond Elementary, is also a Bellevue School District bus driver. She hears concerns from parents as well as the elementary and middle school children on her bus route.
"Everybody's talking about this," Ortega said. "Parents say their kids feel stupid because it's such a tough test. Kids are stressed out."
Ortega sat down with her son, an "artistic, visual learner," to help him.
"He started crying and saying he was never going to graduate . . . I couldn't help him; it was beyond me -- and I'm not stupid," Ortega said. "If I can't do the test, how can I expect my son to have to do it?"
While about 60 percent of children may meet the required test standard, that leaves 40 percent falling below standard, he said.
"The test sets no standard," Orlich said. "It is an outrageous assault on the children, their teachers and their parents."
Such sentiments are not lost on state officials. At a recent convention of the Washington Education Association, the state's largest teacher union, Bergeson fielded pointed questions. She told teachers the state is making "mid-course corrections," including a review of the fourth-grade test, particularly math.
"There are concerns across the state," said Rich Wood, WEA spokesman. "Teachers still feel higher standards are a good thing for students and for teachers, and think we're on the right track. But there's so much at stake, they hope the state listens to their concerns."
Alfie Kohn, a Massachusetts-based author, former teacher and one of the most outspoken critics of high-stakes testing, summed up much of the national anti-test sentiment to the Education Writers Association earlier this month in Atlanta.
"'Raising the bar' is one of the most obnoxious and silliest expressions in the English language, and the idea that telling kids that harder! louder! tougher! meaner! makes things better really upsets me," said Kohn, who wrote "The Schools Our Children Deserve." "We're not making kids smarter or better or more creative thinkers; we're simply making things harder to do."
Teachers unions say the WASL pressure has driven some fourth-grade teachers into other grades, but they cannot escape entirely. The trend is to prepare children for the fourth-grade WASL starting in kindergarten, a trickle-down effect that has yet to be studied.
Teachers increasingly incorporate problem-solving and writing skills into daily lessons.
Huntley and other teachers support higher standards, but worry about students.
"At the beginning of the school year, we asked these kids what they knew about being in fourth grade," Huntley said. "They said, 'WASLs.' I'm really concerned," she said. "We won't dumb down; these kids all want to learn. But kids who just want to ride their bikes after school now are stressing out over this test. Let them be kids!"
Most schools are trying to make students and parents aware of the test's importance, and motivate children to do well. Strategies have included holding pep assemblies and giving "WASL-approved" T-shirts to children who meet standards (Toledo School District, Lewis County); using high school students as WASL "trainers" to discuss the test with other students and teachers (North Thurston School District), and starting WASL clubs, district-funded after-school programs to help children perform better on the test (Highline School District).
Bob Hamilton, Highline's assessment director, said the community has supported the WASL but "there have been concerns about too much pressure." So district administrators tried to lighten things up and motivate staff by dressing in costumes and singing "W-A-S-L" to the song, "Y.M.C.A."
"We were incredibly desperate; it will never be repeated," he joked.
Patrick Patrick, chairman of the state's A-Plus Commission, which is developing a plan by which schools can be tracked and held accountable on new standards, said parents and teachers statewide have expressed WASL concerns.
"We've had parents all over the state say they don't care if their child doesn't do well, that it's not the state's business," Patrick said. "But . . . they are taking away a chance for their kids to participate in tomorrow's society. These standards are the state's way of saying we want our kids to have an equal chance to compete."
Patrick and Bergeson said it is unlikely the state will scrap the WASLs. "It will be a challenge to keep them going, but when you think of why they started, it's because Washington schools underperformed for years," Patrick said. "The real concern is that all kids be better educated."
In lieu of a national test, states must continue standards and assessments, President Clinton said during the recent Atlanta conference of education writers.
"Just because a test is too much or too hard, doesn't mean you don't measure performance," Clinton said. "You might as well not have standards if you're not going to measure them."
As Bergeson put it: "I'm hearing about test anxiety all over the state. But I'm also seeing a lot of people taking it in stride, . . . treating it as a challenge instead of a hammer."
Those subject areas, called "essential academic learning requirements" are what the state believes students "should know and be able to do."
The Legislature created the WASL as part of its 1993 education reform act.
The WASL tests students in reading, writing, math and listening for the three designated test years -- fourth, seventh and 10th grade.
Tests in others subjects -- science, art, social studies and health/fitness -- will be mandatory in coming years. This year, science is a voluntary test for seventh-graders.
The WASL is primarily a writing and thinking test rather than a true/false or multiple-choice test, allowing for a range of scoring on each test question. The goal of each student is to "meet standards" -- a total score that is not "average" but instead means the student has mastered the core subjects required.
Educators understand that many students will exceed standards in some or all areas. The state's biggest concern is for those who fall below standards; those schools and students will be targeted for extra help.
Eventually, students won't be able to graduate from high school unless they have passed the 10th-grade test, though they can take it multiple times. Passing the 10th-grade WASL would earn students a Certificate of Mastery, which by state law will be required for a diploma starting in spring 2008.
"The bottom line is that the WASL is only one piece of information, and though it's important, it's not the be-all-and-end-all," state school Superintendent Terry Bergeson said.
"No child should be judged by the basis of one test score," she said. "If we make it too big a deal, we're going to take the joy of learning away. . . . To kids and parents, I say: This is an opportunity to make things better for the future. Don't worry so much."
P-I reporter Debera Carlton Harrell can be reached at 206-448-8326 or deberaharrell@seattle-pi.com
SEATTLE POST-INTELLIGENCER REPORTER
But the test of reasoning and logic proved baffling to many of her 9- and 10-year-old pupils at Redmond Elementary School, who could run their own lemonade stands but never thought about fractions.
Nathan Bailey, a fourth-grader at Redmond Elementary, tries to figure out a sample question for the state WASL test, which begins today.
Renee C. Byer/P-I
A recent survey by the Partnership for Learning, a business community group supporting education reform, showed 87 percent of parents supported higher academic standards, and 70 percent of teachers viewed the WASL and the standards as having a positive impact.
Nicole Bergeron, 10, a fourth-grader at Redmond Elementary, raises her hand to answer a sample question recently in preparation for the statewide WASL, which tests math, reading, writing and listening skills.
Renee C. Byer/P-I
Donald Orlich, adjunct professor at the Science, Mathematics and Engineering Education Center at Washington State University, criticizes the fourth-grade test as developmentally inappropriate.
Teresa Huntley shows her fourth-grade class at Redmond Elementary an experiment last week while helping them prepare for the test.
Renee C. Byer/P-I
WASL: What and why
The Washington Assessment of Student Learning, or WASL, was developed to measure student performance in areas deemed critical for success in the 21st century.
101 Elliott Ave. W.
Seattle, WA 98119
(206) 448-8000
Home Delivery: (206) 464-2121 or (800) 542-0820
seattlepi.com serves about 1.7 million unique visitors
and 30 million page views each month.
Send comments to newmedia@seattlepi.com
Send investigative tips to iteam@seattlepi.com
©1996-2008 Seattle Post-Intelligencer
Terms of Use/Privacy Policy
