{"id":2947,"date":"2013-10-28T14:53:24","date_gmt":"2013-10-28T18:53:24","guid":{"rendered":"http:\/\/news.vassp.org\/?p=2947"},"modified":"2013-10-28T14:53:24","modified_gmt":"2013-10-28T18:53:24","slug":"virginia-sol-issuescomplaints-go-national","status":"publish","type":"post","link":"https:\/\/news.vassp.org\/?p=2947","title":{"rendered":"Virginia SOL Issues\/Complaints Go National"},"content":{"rendered":"

A recent article in the Washington Post<\/em> (October27) by Valerie Strauss, “Virginia school boards pass anti-SOL resolutions” takes the issues that our own local divisions have to a new level of attention. With nearly 30 of the 130 school boards producing resolutions requesting that the SOL testing system be revamped, this article helps to highlight frustrations and concerns which have smoldered for several years.\u00a0 School administrators and central office staff are still\u00a0looking for changes and relief with resolutions that all say that “the Standards of Learning are not good measures of how well students, teachers and schools are actually doing and that there is little evidence that the practice of using student test scores to evaluate teachers and principals has any validity.”\u00a0<\/p>\n

Included in the Post<\/em> article is a copy of a resolution passed by York County”s school board that reflects the concerns of other Virginia school boards:<\/p>\n

 <\/p>\n

RESOLUTION CONCERNING HIGH STAKES, STANDARDIZED TESTING OF\u00a0VIRGINIA PUBLIC SCHOOL STUDENTS<\/p>\n

WHEREAS, the state and federal accountability system\u2019s over reliance on high stakes testing as the only meaningful measurement of school quality continues to strangle public schools and undermines educators\u2019 ability to transform a traditional system of schooling into a broad range of learning experiences that better prepares our students to live successfully and be globally competitive; and<\/p>\n

WHEREAS, scant research exists to support Virginia\u2019s assumption that students will be better\u00a0prepared to succeed in college or in their careers by taking and passing thirty-four criterion\u00a0referenced tests in grades three through 11; and<\/p>\n

WHEREAS, we believe the Commonwealth\u2019s prosperity is dependent upon a meaningful and\u00a0relevant education system of high quality, and without such a system Virginia\u2019s economic\u00a0competitiveness and ability to attract new business will falter; and<\/p>\n

WHEREAS, there is insufficient evidence and limited research supporting the conversion of\u00a0criterion referenced measures into student growth measures as authentic indicators of student\u00a0achievement; and<\/p>\n

WHEREAS, there is insufficient evidence and limited research supporting the use of student\u00a0growth measures as an indicator of teacher, principal and superintendent effectiveness; and<\/p>\n

WHEREAS, Virginia\u2019s system of measuring teacher, principal, superintendent and school\u00a0accountability at both the state and federal level is based on a flawed methodology that\u00a0penalizes otherwise high performing schools and lacks any rational research foundation; and<\/p>\n

WHEREAS, the work of creating more engaging student learning experiences requires changes\u00a0in the culture and structure of the systems in which teachers and students work; and<\/p>\n

WHEREAS, student centered learning should be the focus in the classroom and result in\u00a0deep and meaningful understanding, as opposed to a broad yet shallow overemphasis on that which may be easily measured by standardized assessments; and<\/p>\n

WHEREAS, we believe that a balanced system of assessments providing a more comprehensive measure of student learning and growth is far better in describing student achievement than annual criterion referenced tests; and<\/p>\n

WHEREAS, our vision for students is to be engaged in meaningful and relevant learning that\u00a0cultivates individual talents, afford option s to meet the unique needs of students, and to recognize that students can be both consumers and creators of knowledge; and<\/p>\n

WHEREAS, only by developing new capacities and conditions in Virginia\u2019s divisions and\u00a0schools, and within the communities they serve, will we ensure that learning is a product of\u00a0innovation, creativity, collaboration, communication and critical thinking; and<\/p>\n

WHEREAS, these are the very skills and attitudes essential to the survival of our democracy,\u00a0and that business leaders desire; and<\/p>\n

WHEREAS, we expect to be held accountable for the performance of our public schools and\u00a0proudly promote the outstanding education we provide our students, but we believe the current\u00a0system of accountability through seemingly endless performance testing dominates instructional\u00a0time, limits precious resources available to our schools and impedes our ability to prepare our\u00a0students to compete against others on a world-wide basis.<\/p>\n

NOW THEREFORE, BE IT RESOLVED \u00a0that the School Board of \u00a0York County, Virginia, calls on the Virginia General Assembly to reexamine Virginia public school assessments and the system of accountability for which they form the basis and to improve the current accountability system so that it encompasses balanced assessments, reflects greater validity, uses more cost efficient sampling techniques and other external evaluation arrangements, allows for expedited test retakes, and more accurately reflects what students know, appreciate and can do in terms of the rigorous standards essential to their success, enhances the role of teachers as designers, guides to instruction and leaders, and nurtures the sense of inquiry and love of learning in all students.<\/p>\n

BE IT FURTHER RESOLVED THAT THE School Board of York County, Virginia calls on its Superintendent, principals, teachers and others staff members to help students master the content and skills of the curriculum by continuing to promote the joy of teaching and learning with a focus on deep, meaningful, transformative learning, rather than an over-emphasis on just covering content that can be easily assessed by standardized tests<\/p>\n

 <\/p><\/blockquote>\n

The list of school boards that have passed this or a similar resolution in Virginia include:<\/p>\n

Albemarle County
\nAppomattox County
\nBristol City
\nCharlottesville City
\nClarke County
\nColonial Heights
\nCovington City
\nCumberland County
\nFauquier County
\nFrederick County
\nGloucester County
\nGreensville\/Emporia
\nHalifax City
\nKing William County
\nMiddlesex County
\nNew Kent County
\nPrince Edward County
\nPrince William County
\nRappahannock County
\nRichmond County
\nSalem City
\nScott County
\nSmyth County
\nStaunton City
\nTazewell County
\nWestmoreland County
\nWilliamsburg\/James City
\nYork County<\/p>\n

Is your school board in this list?<\/p>\n

\u00a0You may access the complete article at: http:\/\/www.washingtonpost.com\/blogs\/answer-sheet\/wp\/2013\/10\/27\/virginia-schools-boards-pass-anti-sol-resolutions\/<\/a><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

A recent article in the Washington Post (October27) by Valerie Strauss, “Virginia school boards pass anti-SOL resolutions” takes the issues that our own local divisions have to a new level of attention. With nearly 30 of the 130 school boards producing resolutions requesting that the SOL testing system be revamped, this article helps to highlight … <\/p>\n

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