https://www.sfgate.com/education/article/sat-act-cheating-scandal-huffman-test-students-13682741.php

A great question. The article does a good job of answering it…. in real time (while ignoring the 2003 back story when these big companies (the College Board and the ACT) stopped “flagging” test results given with non standard accommodations. See my 2003 tale about this (what I believe to be a) giant misstep by these companies. https://www.educationnext.org/disablingthesat/

Here’s a key sentence: “Particularly glaring in the 204-page indictment is that the majority of the children, whose parents were charged Tuesday, had seamlessly secured disability accommodations on their standardized tests…”

Glaring indeed. As a school attorney, I’ve been writing about this waiting-to-happen-scandal for years.

The accommodations loophole (started in 2003 when the SAT and ACT stopped “flagging” test results given under nonstandard conditions)…. has been an invitation to misuse. This story confirms that, in some circles, it’s become a racket.

But even this angle of the scandal misses another big and important story. My chief concern has been that the use of non-standard accommodations (like 50% extra time or 100% or having the right to take the test over two days or whatever) leads to tests that are no longer standardized. Timed tests are, by definition, supposed to be TIMED. Thus, they are no longer vaild.

So, honestly, what is the point? Why are we still taking these costly and anxiety producing tests–when they are no longer standardized…… and their results cannot be honestly interpreted or compared from student to student.

So, the obvious question becomes: when will these companies throw in the towel and stop timing any of these tests?

Not so fast….. because, of course, there’s no free lunch. When they do stop timing these tests, the tests will (undoubtedly) be more costly as they’ll need more proctors, but most importantly, the tests will be easier and less anxiety-producing. And again, we will be witnessing another notch in the lowering of standards in our schools and colleges…. Pick your poison! Another story for another day….

Of course, these companies could go back to flagging test results given under non-standard conditions, a perfectly valid and legal option–for which the companies would need evidence of why these tests are timed. Why? Why? Why? We still don’t have a clear answer to that basic question.

In the meantime, please see my old 2003 story–when the SAT and ACT stopped flagging test results given with “nonstandard” accommodations, most often extended time. It’s a sad tale–started perhaps with good intentions–that has lead to misuse (now, even abuse), loss of trust in these tests, and unfairness—among its many unfortunate side effects.
Here’s the link: https://www.educationnext.org/disablingthesat/

https://www.bbc.com/news/world-us-canada-47532170

https://www.bbc.com/news/world-us-canada-47532170
Read this and weep on so many levels with a story with so many strands…. For me, let’s focus on the abuse of accommodations for the SAT and ACT. Wealthy parents get doctors to write letters that the child is disabled and voila, according to this story, the child gets extra time–maybe time and a half or the right to come back the next day to finish the test. Really? What can this test possibly mean? how can it possibly be a standardized test? It can’t be.

The question I’m left with is: when will these companies stop timing anyone? Since these tests are no longer standardized, why do we still use them and pay so much for that priviledge….  Ending the timing of these tests will avoid the next scandal on this front.

Then we can move on to all the other scandals in this story. Read it and weep, indeed.

 

 

As a school attorney I believe this to be true. As a parent, as well. And you? I suspect you believe it also. Here’s a Wall Street Journal op-ed by a psycholanalyst…. on this very vital issue.

https://www.wsj.com/articles/were-overmedicating-our-children-11551917025?mod=MorningEditorialReport&mod=&mod=djemMER_h

I am a concerned observer– not an expert– in this field. What is also concerning as well is the long term effects on these children (mostly boys) who grow up.. Where do the meds take them?

I spoke recently to a psychiatric nurse who treats young homeless men– many of whom started on their drug use/abuse with these meds given to them in schools. Is there a connection? Some research points to that. It’s very concerning–a tragedy that needs to be studied widely.

We should not be doing harm when we’re trying to do good.

Education Week LETTER

Let’s Have a National Discussion
February 12, 2019

To the Editor:

“Special Education’s Future,” one of Education Week’s 10 Big Ideas (January 9, 2019), suggests that the broken special education system is flawed in many ways, including issues with “child find,” eligibility labels, response to intervention, funding, and more. I hope the article spurs a national conversation and true systemic change for all students—disabled and not.

The article raises questions that Congress needs to answer, including one about the cost of special education, which is spot on. We need to know the real costs of general and special education for these students. However, the question raised about inequalities in due process doesn’t go far enough, as it assumes that a more-equitable due process is the path forward.

Of course, schools need equity, but it’s time to remove litigation from classrooms and rebuild effective schooling for all. The current one-size-fits-all legal system no longer works well, especially as students fall into two groups identified in the U.S. Supreme Court decision, Endrew F. v. Douglas County School District: those with severe/profound needs and the vast majority with mild/moderate needs who are mostly in general education classrooms. It’s time to create alternatives to due process for the latter.

In terms of inclusion, do policies help or hurt? To answer this, we must focus on all students—general and special education—especially as data are often incomplete, invalid, or misleading. Why do we continue to label students when it often impedes good teaching? Consider “wait to fail,” whereby students aren’t served until after they fall far behind and get labeled. This contradicts solid early-intervention research.

I agree that a revival of activism could fix what’s broken. Let’s get going!

Miriam Kurtzig Freedman
Attorney and Author

Vol. 38, Issue 26, Page 26

Published in Print: February 13, 2019, as Let’s Have a National Discussion
https://www.edweek.org/ew/articles/2019/02/13/lets-have-a-national-discussion.html

The big question he asks is whether schools will do what’s needed. That’s the provocative question that my colleague, Kalman R. “Buzzy” Hettelman puts out there for us all. The message is: The earlier the intervention the better.

https://edexcellence.net/articles/heres-where-the-education-reform-devilish-details-on-classroom-practice-should-start

It’s a good provocative read. His forthcoming book, Mislabeled as Disabled, focuses on the children who are not well served and do not learn to read.

Thanks for staying with it, Buzzy.

Here’s a great way to start the new year! An excellent article by Christina A. Samuels, “Special Education’s Future” in Education Week.
https://www.edweek.org/ew/articles/2019/01/09/special-education-is-broken.html I hope it helps us gain momentum for a national conversation to fix all that’s broken in special education.

The article gave me many “aha” moments as it sounds like what I’ve been writing for many years and what’s in my recent book, Special Education 2.0–Breaking Taboos to Build a NEW Education Law! Amazing!

Samuels highlights the many years of activism that got us here today and challenges us with “it will take a revival of that same spirit to fix what is broken in today’s implementation.” She’s right.

The piece lays out some of the broken features and challenges of special education, starting with President Ford’s prescient signing statement—which foretold many of them.

It explains flaws in “child find” and an eligibility system that requires children to have a “label”—often of questionable validity—to be served. It dares to cite research indicating that we may be under identifying minority children instead of over identifying them—as the press continues to report. Among other challenges, it questions the effects and effectiveness of the push for response to intervention (RTI), as well as the costs of educating children with disabilities, which are largely shrouded and unknown.

Ms. Samuels ends with three questions to pose to Congress when it takes up reauthorization. These questions are a good start but, as I see it, don’t go far enough. Let me explain.

1. The first question about costs is right on! It’s vital that we know what this system really costs. I appreciate the need to account for general ed (inclusion) and other intervention costs that these students receive.

2. The second question–about staffing–is beyond my expertise and I will leave it aside for now.

3. The third question about equity in the due process arena is too ‘in the box’ because it assumes that the current system is also the way forward. We just need to make it more equitable. While I agree that public schools need to be equitable for all, I ardently don’t agree that due process, litigation, lawyer-driven programming, etc. is how to move forward.

While due process may have been effective to end the 1970’s “access” issues, it is no longer needed. No one is excluded these days! All students with disabilities are served—some 14% of all students (even as the law contemplated 10%).

Given today’s reality, it’s time to end that legal system for the 80-90% of students with mild/moderate needs. Litigation (and the ever-present fear of litigation) needs to come out of our classrooms. Educators, administrators, and researchers, not lawyers and legislators, need to build a new approach so that teachers are free for actual teaching and learning for all students.

To the three questions posed in the article, I would add these two for now.

4. We need to acknowledge today’s reality of the two groups of students with disabilities. Please see my recent book, the Journal of Law and Education and Medium.com.
https://medium.com/@miriamkfreedman/happy-birthday-special-education-its-time-for-a-real-redo-d541867d5fb2.

It’s time to seriously ask: Why do we still need the one-size-fits-all 1975 due process law for all students with disabilities, especially for the 80-90% of students with mild and moderate needs discussed above? I believe we don’t. Instead, for disputes between schools and parents, it’s time to explore other dispute resolution models for all children, whether disabled or not, that are child-and education-centric, not money or legalistic/rights-driven.

The 10-20% of students who have severe and profound needs also need a better system. Let’s convene a task force of stakeholders from all parts of public schools to develop a way forward.

5. It’s time to seriously question the current system for finding students “eligible” for services—which is often flawed and too late. As well, current “labeling” often interferes with teaching. For example, we still use the “wait to fail” approach–whereby students aren’t found eligible for special education until they have fallen far behind–an approach that directly contradicts research-based early intervention and continues the legalistic and damaging approach.

I’ll stop here. There’s much to digest in this short piece. It’s a good read.

But one more thing. While we’re thinking big, let’s be honest. It’s really time to abandon legal hoops in a 40+ year old system and move to a system that focuses on teaching and learning, that works for all students. One such approach is competency based schooling where all students (from the most advanced to the most challenged) receive schooling to take them from where they are to where they need to be.

Your thoughts? Here’s hoping that with this article and all of our efforts, we gain momentum for our national conversation and a true rebuild. Happy 2019!

Here’s a great article to start 2019. Thanks you, Joanne.

Teaching real information and skills matters–especially for students who don’t get “enrichment” at home.

Yet, our current education fads steer us in the wrong direction–e.g., no need to teach phonics, no need to teach facts (they can look it up in Google), no need to know the number facts, no need to memorize poetry, no need for the hard work of learning.

All that is wrong–especially for students who most need to learn at school.

Hopefully these fads will fade fast. We can only hope. Happy New Year!

https://medium.com/@miriamkfreedman/the-radical-way-to-fix-public-schools-55768fc12308

Here’s the solution. It first appeared in the TABs near Boston years ago. Then, in educationnews.org in 2011 and now in Medium.com.

Crazy? For sure but what do you think? Agree? Disagree? Let’s talk!

The radical way to fix public schools!

If we are really serious about fixing/improving/rebuilding public schools, there is one way to do just that! It is the single, quickest, and most sure-fired way to improve our schools. It’s common sense, really. But it probably won’t or can’t happen.
A lot is on the line. Without radical change, we just tinker on the edges of reform, afraid to confront various realities and stakeholders. But education should be about providing necessary learning opportunities to the next generation, not about today’s interest groups.
Ready for that one way?

Close all private schools.

Admittedly, a most radical step that is politically unfeasible and probably unconstitutional. I know, I know….. But hear me out on this one! This step will force all students (the very rich, the very poor, the smart, the average, the disabled, the at-risk, and everyone in between) into public schools, creating overwhelming pressure to fix them at last. Imagine CEOs in New York City, Silicon Valley, Detroit, and Houston and Senators, Representatives, and Presidents — all sending their children to the public school! Parents, no longer able to vote with their feet out of the publics, will just have to push for radical reform. Only in that way, schools will matter for everyone — not just for other people’s children.

Here are several wonderful examples of the new vision:

Education will focus on teaching all children where they are and taking them where they need to be. We will no longer focus solely on closing gaps for students without basic skills — but will focus on closing gaps for all students, including those at the top of their class who need challenges. We will bring back vocational programs, academically advanced programs — whatever all students need.

Regarding school discipline, students who disrupt classes and violate school rules will be educated in alternative programs without costly litigation that ties the hands of schools, adds disrespect for educators, and damages opportunities for all students. We will become more savvy about drop out prevention and discipline policies. Everyone outside the chattering classes knows that these behavioral issues are the elephant in the public school room. Disruption and time away from learning are key reasons that parents opt out and choose home or private schooling. Parents want their children to learn — not to waste time. Parents want teachers to teach — not face endless distractions. With everyone in the same space, we will finally have to get honest about this.

Teachers will no longer be scorned. As a former teacher, I find the current climate painful. We will rebuild trust between schools and families. With basic respect and trust, reform efforts will no longer flounder. We will treat educators as the experts they are. In my experience, most of them are good enough. Some are brilliant. We will honor their profession, whether through higher pay, creative training and mentoring, quick and efficient removal of the few who are not up to par, paperwork burden relief, even an apple for the teacher sometimes!

We will allow only bureaucratic requirements that directly improve teaching and learning, and will trash all others.

We will demand that parents play their part. Schools cannot educate children alone. Parents must be positive partners to help their children and support the schools. We will change laws that do the opposite, that treat parents as consumers of services and passive participants in improving outcomes. Some laws even require parents to advocate for children against the schools! How does that build a positive school community? It needs to end. We will see that parents help children with schoolwork, feed and clothe children appropriately, and put them to bed on time at night. Common sense will return to center stage.

Enough said. You get the idea. Before long, policies for the good of all children will return to public education. Schools will again be not just for other people’s children.

As an optimist, I predict that within a year, our schools will work far better, even in the inner cities–kids will learn, discipline will be appropriate, teachers will have time to teach, and the sun will shine upon us all.

Too radical? Probably. But think about a system that is designed for everyone children.

Originally published at www.educationnews.org on September 22, 2011.

Miriam Kurtzig Freedman
Medium member since Nov 2018
Miriam K. Freedman, is an attorney and author. She wrote her seventh book, Special Education 2.0, to help support excellent public schools for all students.

College for all? It’s not working. We spend much on those heading to college and far too little on those who are not. Our balance is way off. An important read.

Thanks for raising this important issue—that needs to be raised over and over again.

It’s about time that we question the colleg-for-all mantra that has dominated public education. Ultimately, we can fairly ask who that mantra serves? The colleges or students?

Instead, we should focus on what works for different students. One path does not fit all.