By Robert Kolker
More than a year before 7-year-old Oscar Mata was scheduled to take his first major standardized test, his parents received word from his school that he was failing. The Department of Education calls it a Promotion in Doubt letter—a well-intentioned, if blunt, method used to get families to take notice of gaps in a student’s skills.
The letter arrived in 2011, around the time of Oscar’s second-grade winter break. Before then, he had been happy at the Twenty-First Century Academy for Community Leadership in West Harlem. His parents, Andrea and Juan, had been drawn to the dual-language school, where English and Spanish learners took field trips together for innovative social-studies projects. They say that Oscar is great at math and loved science, music, and art. He loved reading, too, until he started to get tested on it.
“There was this transformation of the whole culture—and curriculum,” Andrea says. “I could see it mostly through the homework. It really looked like test prep. There were even bubble sheets.” Oscar had more than a year before the third-grade test, when students start taking the New York State English Language Arts (ELA) and math tests—but the thinking goes that the sooner they learn how to take big standardized tests and the sooner any skill shortfalls can be dealt with, the better they’ll do in the long run. Oscar, however, had a paradoxical reaction. “His interest in school,” says Andrea, “took this immediate plummet.”
She felt as if her son had been caught in a vortex: The school starts teaching Oscar differently, he loses whatever spark of curiosity inspired him to want to learn, and the school punishes him for it. He made it to third grade, but by then, test prep had come to dominate his classroom. Grand plans for science experiments and hands-on interactive projects, Andrea says, “would just kind of fizzle out and disappear because there wasn’t time to do them.”
One underlying problem, she learned, was that his school had received a grade of C from the DOE’s school-evaluation system, and student test scores accounted for 85 percent of that grade. The principal was under extreme pressure to raise the school’s performance level, because a low grade could persuade families to pull students out of that school. By spring, with the third-grade state tests imminent, Andrea started to think seriously about having Oscar opt out of the ELA entirely. The potential ramifications were a mystery to her, but in a way, she thought, the worst had already happened. Her son just didn’t like school anymore…..
Complete article at nymag.com
