Speaking (Learning) Truth to About Power

Speaking truth to about power, Ms. Teresa Thayer Snyder, Superintendent of the Voorheesville (New York) Central School District, has produced a "Commentary on Math & ELA Results" letter to parents that's gone viral (I've encountered it repeatedly on Facebook and Google+ today). No surprise, since it's the type of standardized testing jeremiad that educators (FB) LIKE, as Superintendent Snyder takes the New York State Education Department to task for its "missives" about the recent low test scores across the state "because they reek of the self-serving mentality the ‘powers that be’ have thrust upon our students and parents."

But I think the superintendent has missed out on an opportunity.

Ms. Snyder rightly feels strongly about the effects this approach—based on Common Core State Standards and a heavy focus on EOC assessments—to education and organizational development has on students. As evidence, in reference to the perceived "massive scheme" by the state to artificially create future progress, she states, "I would bet my house on the fact that over the next few years, scores will 'improve' —not necessarily student learning, but scores."

And while Ms. Snyder may be willing to bet her house, the reality is that many others are betting something much more valuable, their children's futures.

It's not a stretch, then, to say this scores vs. learning issue is at the heart of Teresa Thayer Snyder's thesis. If this is so, however, it seems she could have really slam-dunked her argument if she had taken just a few more sentences to provide detail about the district's students' actual learning progress during the relevant period and compared it to the students' specious test scores.

If Superintendent Snyder happens to read this, perhaps she will take the time to add more to this important discussion.