Teach the kids; don’t cheat on tests
WASHINGTON — As one snowstorm spilled into another and cabin fever struck my house, a friend suggested I let my 13-month-old watch cartoons.
“She shouldn’t have school today. It’s a snow day!”
The remark about “school” was a teasing reference to my habit of reading to my toddler everyday, trying to teach her the alphabet and keeping her away from TV. Those habits are pretty standard among middle-class American parents; they’re the same ones my parents inculcated in their children.
Middle-class child-rearing practices — which usually include other enriching activities like the zoo, museums, the aquarium — show up in school achievement. It’s no big secret why the family income level is the best predicter of a kid’s success in school or why middle-class suburban schools have higher test scores than poor urban ones.
For decades now — at least as far back as the 1960s and the creation of Head Start — educational activists and reformers have tried to find a way to close the learning gap between middle-class kids and poor ones. George W. Bush’s No Child Left Behind was another well-meaing attempt, but it hasn’t had much success, either.
Instead of closing the gap, No Child has led to a test fetish and, unfortunately in some cases, cheating on tests. Georgia’s public schools are currently enmeshed in a cheating scandal, in which adults are suspected of changing answers on the Criterion-Referenced Competency Test to raise the scores that are used to measure a school’s academic performance. Many of those schools are in less affluent Atlanta neighborhoods.
A cheating scandal reinforces U.S. Sec. of Education Arnie Duncan’s oft-stated claim that students, especially those in poor neighborhoods, are frequently “lied to” about the effectiveness of their educational preparation. But as the Obama administration readies its own remedies for closing the achievement gap between the poor and the middle-class, it’s worth asking: Can it be done? Does anything work? Should the nation even try?
Educating all of our children, including those from poor and dysfunctional homes, is clearly in the national interest. In a globally competitive market and with nations like China and India emphasizing high-quality education, we simply cannot afford not to educate everybody.
And it does no good to point fingers at parents — some of them busy trying to make ends meet, some of them functionally illiterate, some of them simply irresponsible. No child chooses to be born into a home without the obvious advantages.
I’ve heard from too many public school teachers who blame their students’ poor performance on their parents’ failures. That suggests to me those teachers don’t have much faith in their students’ ability to learn or their own ability to teach them. It’s no wonder, then, some of those teachers might resort to cheating to raise test scores.
But children from poor households can succeed, as innovative schools around the country have already shown. One of those schools is Washington, D.C.’s SEED Public Charter School, a boarding school built in 1998 in a down-at-the-hills, crime-scarred neighborhood on the southeast side. According to its founders, more than 90 percent of its graduates go on to college.
Another is Atlanta’s private Ron Clark Academy, which came to national attention when a group of its students performed during Obama’s inauguration. While its student body encompasses varied socio-economic backgrounds, half of its students come from homes earning less than $28,000 a year, according to Clark, the founder. Yet, Clark says, test scores are “through the roof.”
What do those schools have in common? Teachers and administrators are convinced the children can learn. “The more we expect of kids, the more they achieve,” Clark said.
He said choosing teachers “is the most important decision we make.” He looks for teachers who are “excited, passionate teachers, who love the kids.”
If Duncan, the education secretary, is to have a shot at closing the achievement gap, he’ll have to find a way to replicate that passion and excitement in public schools across the country.
Tell us what you think about the site
Customer Care »
Vacation stops, manage subscriptions and more
AJC Services
Sections
Other Editions
Guides
Visitor Agreement | Privacy Statement
© 2012 The Atlanta Journal-Constitution
206 comments Add your comment
Reality
February 12th, 2010
5:16 pm
While it is, whitout question, an important variable, good teachers alone cannot make magic. I really think that Clark and others are blowing smoke just to get publicity and money.
Research after research shows that the number one variable that matters most is the home life of the students. Yes, that does include socioeconomic status, but it also includes other things…. such as caring parents, parents that invest TIME with their kids, parents that read to their kids, parents that take their kids to the zoo (and other places), parents that teach their kids manners, too respect adults, and so on.
The “Ron Clark Academy” does not adminster the CRCT. What the heck ’scores’ is he referring to that are ‘through the roof?’ Private schools do not give the CRCT. They are shielded from standardized testing and this often hurts those kids. How do I know? I teach in a wonderful public school where we regularly get kids from these horrible private schools. Those kids are years behind in their education.
It is not a matter of poor vs wealthy families. It is not a matter of white vs black. And, after teaching 10+ years I am starting to think that teacher quality really does not matter THAT much. If you are given 30 students in a room that are well behaved and eager to learn, then most any teacher will succeed.
Cynthia's #1 Fan
February 12th, 2010
5:24 pm
Good teachers are plentiful in Cobb country. Great teachers are rare everywhere.
I can remember only three great teachers in all my years at reform school. I’m getting all verklempt.
Cynthia's #1 Fan
February 12th, 2010
5:33 pm
Who teaches the untaught truants? The mall rats and other unteachables?
I know I could teach the untaught truants and mall rats and other unteachables. I could teach anyone.
But I have an accounting degree which is the only degree that you cant use to fast track toward teaching.
Of course.
Kevin
February 12th, 2010
5:33 pm
Agree with you here, Cynthia.
Stay warm!!
not a CT fan
February 12th, 2010
5:42 pm
I seriously doubt any program put forth by the Obama administration will be any better than no child left behind.
Class of '98
February 12th, 2010
6:19 pm
It’s interesting that Tucker jumps to the conclusion that being affluent will make someone (and their kids) smart.
I think it makes more sense that being smart will lead someone to become affluent.
arnold
February 12th, 2010
7:13 pm
My wife is a retired principal from Florida. The one factor I’ve noticed, and I’m not an educator, is parental involvement. Without parental involvement, a student will almost never succeed. socioeconomic status doesn’t matter if the parents don’t care enough to make the effort to see their children educated.
Love to Teach
February 12th, 2010
7:15 pm
There is no ONE “cure” for what ails education. Setting high standards and believing kids can achieve does not ensure student success. Great teachers with great teaching practices does not ensure student success. Students from any socio-economic sector will success IF and ONLY IF that student has the desire to learn. Wonderful teachers, supportive parents, high standards and belief in the ability to learn are all very important, but ultimately, you can take a student from the best home, with the most hands-on parents, and put him/her into a top-notch school with the best teachers and philosophy, but none of that can make that student care or want to learn–it must come from within.
Whatever
February 12th, 2010
7:18 pm
It’s not Georgia schools embroiled in a cheating scandal. It’s certain metro Atlanta schools in Dekalb, Fulton and Atlanta city schools.
Don’t make a generalization.
Madison
February 12th, 2010
7:23 pm
It’s a shame your well-meaing parents didn’t teach you to use a spellchecker.
Nikole
February 12th, 2010
7:45 pm
Cynthia’s #1 Fan—-All teachers begin with this attitude that they can save all students with super teaching, but the reality is much different. How can you teach a truant if they are not at school? Imagine teaching, but you have one emotionally disturbed first grader running, jumping, yelling and throwing things at other students in the middle of a lesson? Please don’t minimize the impact of parents.
I love Ron Clark, but his academy is nothing like the teaching he did in NY in the past. He now has very involved parents. They have to show some initiative just by applying to the school. I teach my butt off, week in and week out. But I can’t take my kids home, make sure they are fed, make sure someone reads to them, make sure they do homework, make sure someone has quality conversation with them, make sure they experience museums, etc. Cheating is wrong, and I would never do it. But I do not take it personally when students don’t do as well as I want. Testing is out of control, and many students start bubbling in whatever half way through the test anyway.
mikey d
February 12th, 2010
7:56 pm
Hey Cynthia…
Teach the kids? Really? What do you think we’re doing every day? Educators in this state go to work every day. (Even on days when we’re being furloughed, so we end up working for free.) We take work home with us every night. We work weekends. Why? Because we care about our kids and their potential for success. Often, we care more about this than the kids’ own parents. I know you like to make everything an issue of poor folks being oppressed by the system and working hard to overcome because of their disadvantages, but guess what… Some folks live in poverty because they don’t care enough to get themselves out of it. Schools become free day care and any thought of a real education ends as soon as the kids board the school bus and head for home, where it’s a free for all. But politicians continue to make teachers their whipping boys in order to score political points. Tell you what, Cynthia… email me and I’ll let you come spend a day in my shoes. Then you can tell me that I’m not working hard enough or expecting enough out of my students. Sound good? Yeah, I thought so….
lulu
February 12th, 2010
8:19 pm
@ mikey d – “Some folks live in poverty because they don’t care enough to get themselves out of it.” Really? Do you find many students in that position? I’m curious as to how you believe that the actions and abilities of the parents reflect the desires and choices of the CHILDREN.
@ class of 98 – Same general idea. Sure, being smart may lead someone to become affluent. However, that does nothing for the kids who are disadvantaged NOW.
I’m sure there are many educators who are working very hard, and who honestly care about teaching, and I know that teachers face a lot of barriers and can’t always direct enough attention to each individual child to be effective. But I hear so often that it’s the fault of the students and the parents – what are the teachers *doing*?? I work with kids every day who are, for example, in 8th grade and don’t know how to multiply. With 7th graders far more concerned with their gangs than their grades. These kids? Frequently, they see no value in education. Frequently, their parents could care less whether they ever pass a single class. And obviously, they’ve never had an effective teacher in their lives. But it’s really not too difficult to take 5 minutes, find out their interests (which are generally pretty wide-spread) and use those interests to teach them the knowledge they need.
I have nothing but respect for teachers and everything they deal with between students, parents, and bureaucracy, but the whining is a little old.
ch67
February 12th, 2010
8:25 pm
Agree with you Cynthia.
DAVID; AJC Truth Detector
February 12th, 2010
8:26 pm
GET RID OF THE POLITICAL CORRECTNESS…..& LIBERALISM……two enemies of education……
RGB
February 12th, 2010
8:27 pm
Censorship revealed!
Enjoy.
teacher
February 12th, 2010
8:39 pm
I wish it were that simple, but I’m afraid you are too idealistic and out of touch with reality to really understand the task at hand. Interestingly enough, teachers do help at least a handful of students each year overcome those disadvantages….but of course those success stories are rarely told. We want to reach them all, but it just isn’t that easy. Tell us about your “research based teaching methods” that will change education for these students instead of telling us how badly we are doing. That is a blog worth reading.
It Starts at home
February 12th, 2010
8:44 pm
Once again, Cynthia Tucker proves that she is completely out of touch with reality. It’s not an easy job. No one can have ANY idea how difficult teaching is if they have not tried it.
I spent nearly 20 years in corporate sale and marketing, and turned to teaching a few years ago so I could “make a difference”. No corporate pressures compare to the daily pressures of teaching….. Every minute of my day from 7:30 AM to 4:00 PM is involved with kids. No restroom breaks anytime I want, a 20 minute lunch, and not one day without more government demand being put on my plate.
Children CAN learn…But without support at home, there are too many distractions. Unfortunately, may children will be left behind, and often the blame does lie at home, not the school.
I’d bet my retirement that Cynthia Tucker wouldn’t last a week in the public school system.
Scout
February 12th, 2010
8:45 pm
It’s not about the schools. It’s about parenting and the home environment. That’s why home schooled kids do so well.
Sadly, most inner-city schools can’t do anything better for “most” of the students any more than the warden can do anything for the inmates.
Maslow
February 12th, 2010
8:47 pm
The school breakfast program is a good indicator as to what’s wrong with education today. Parents sending their children to school on empty stomachs then expecting academic success. Now tell me again it’s the teachers!
ATLShawty
February 12th, 2010
8:48 pm
I thanks dat we should done put NeNe in charge of da skools.
banshee29
February 12th, 2010
8:50 pm
Cynthia,
You fail to mention the expenditures or Per Student Ratio of these innovative “academys.” Do the reesearch and realize Ron Clark spends twice on PSR with half the overhead. All comes down to money. Too difficult to fire teachers cannot even make it to the building on time every morning. You clearly have spent zero time in a classroom if you believe that students are not products of their environment. How many 12 year olds do you know that leave school wanting to spend 2 hours a night on academic advancement?
teacher
February 12th, 2010
8:52 pm
But Maslow, as previously stated in the blog, the parents are “too busy making ends meet” to properly prepare and care for the children they have created. This, of course, is now the issue for society to handle. That is what school is for right? To feed, keep safe, educate, counsel, nurture, encourage and transport. What are the parents for again? I forgot.
Tired of BS
February 12th, 2010
9:01 pm
What do you expect? I mean really… if you look at the intellect of the average teacher this is to be expected. Educatrion was hijacked by the NEA and unions years ago. Good teachers are more rare than numerous. Private school is soon to be the only option for well educated children. The rest will learn to say ” would you like fries with that”……
Firebrand
February 12th, 2010
9:14 pm
Cynthia, per usual, you miss a very, very big point…’poor performance,’ as you call it, from parents has absolutely nothing to do with household income! It does, however, have everything to do with how much a kid believes the folks at home care about his/her performance in the classroom. Period. As a teacher who is fighting the battle every single day with 150+ teenagers, I can tell you without fail the kids who do well are the ones who have a mother and/or father who stay engaged with what is happening in that kids’ life. If the kid feels education is important to the people that matter in their life, more than likely education will be important for the kid. For education to work, you must have some sort of accountability involved for all stakeholders. Teachers are held accountable through evaluations and being required to keep their certification intact. Students are held accountable through their grades and test scores. Parents? Ahhh…the missing link! Until something is done to make sure the adults at home are doing their part, you have a tripod trying to stand on two legs!! Perhaps Ms. Tucker prefers to look the other way in regard to this fact because the family in America 2010 is a mere joke to what it was just 20 years ago, especially in the black community. Until we get the FAMILY back to its rightful place, the public school will continue to backslide right alongside it.
And, might I add, holding teachers accountable for the performance of their students is much like holding a dentist accountable for his patients cavities.
chuck allison
February 12th, 2010
9:16 pm
Seriously, does anyone at all listen to this woman anymore?
RO GA Dawg
February 12th, 2010
9:19 pm
Parental involvement is without a doubt the primary determining factor in the success of children in schools, including all other criteria such as public versus private educational institutions, racial background and income level. As with all youth developmental influencers and predictors this factor is not a 100% predictor of the outcome of your child’s success but you can be assured that no parental involvement will equate to very poor performance in school and later in the work place while a high level of parental involvement will almost always guarantee the best possible outcome, both in school and later in your child’s life. Parents must become involved in every aspect of their children’s education and provide the guidance and leadership that is so critical in molding our societies’ future. Relying on the school system to fulfill this role is akin to walking the path to Armageddon for your children.
With that said, a good, and especially a great teacher, can make a difference even with no support at home. Personally, I would not want to take that risk with my child since those teachers are often few and far between. So here is my message to all of you with students in school regardless of all of the other issues being discussed. Get involved with your school and I mean spend some time with the teachers, the PTA and support groups. Monitor your child’s homework every evening and their progress in class. Take them to the zoo, museums, cultural events, sporting events (yes sporting events), your workplace and anything else that allows you to interact with your child in a learning environment in a positive manner. You will be pleasantly surprised.
Reality
February 12th, 2010
9:22 pm
I have taught in really really “bad” schools (students with failing grades, low socioeconomic area, etc.) and I have taught in really really “good schools” (students with outstanding standardized test scores, high socioeconomic area, etc.).
I am the same person. I used the same variety of teaching strategies, classroom management, etc.
The only difference that I have seen is the parental involvement. By that, I don’t mean parents rushing to blame teachers and/or administrators for everything. I mean involvement with THEIR kids and THEIR education.
The “bad” school actually had better equipment, more money, a larger library (media center), etc. The class sizes of the “bad” school were actually smaller. However, those parents didn’t give a rats behind if their child brought a knife into the school. And, when their child got into trouble for having a knife, it was the schools fault.
Even Mr. Clark, with his idealized school, enforces behavior. Notice that he REQUIRES student uniforms. Those students are forced to behave because otherwise they are kicked out. THAT is what makes any difference in their education.
Believe it.
Reality
February 12th, 2010
9:25 pm
Firebrand -
I love what you said, “Holding teachers accoutable for the performance of students is like holding dentists accountable for the cavities of their patients.”
If only Perdue understood that!
JDW
February 12th, 2010
9:27 pm
Some good points in this one CT. We had a raging discussion this morning on this subject. No doubt there are socio-economic factors at play in success in school. At the same time yes all kids need to be given a chance to succeed I like to call it a path forward. The trick is we have to understand that we can’t get them all to take it. We should try and try our hardest but we won’t win them all.
Firebrand is right above to a degree, poor parents can in fact be involved and positive influences. People that like to point that out also tend to gloss over the fact that the odds are against it.
Thing is when you get right down to it, educating these kids is cheaper than incarcerating them or paying the cost of other social programs. For all you “self reliant conservatives” out there it saves you money to educate them.
That should also, as discussed this morning, include vocational choices for those kids where that is a better fit.
Just Sayin'
February 12th, 2010
9:33 pm
Which schools had to cheat to make the fed grade, Cindy? Were they pretty much all negro, colored, black, African-American (just trying to be PC these days)? I suppose that they all were. The negro, colored, black and African-American homes provide zero encouragement for their brood to achieve. That’s the whole problem here. Don’t you get it?
hryder
February 12th, 2010
9:35 pm
Most of the comments by most of the above have some validity. When a few think that all should be “good”, students or “great”, teachers this demonstrates just what they are in such a tizzy regarding: Ignorance. Most have little knowledge of basic statistics. If they did they would not expect all to suceed in the vast varieties of educational opportunities in the public schools. Even if all could it would require a much greater outlay of funds than currently spent and most of us know that will never happen as long as totally self-centered and/or ” gimme, it’s my right”, type people exist.
bday
February 12th, 2010
9:39 pm
If you think the cheating is bad now, wait until we pass and implement SB 386. This is performance pay for teachers and administrators in which 50 percent of pay will be based on test scores. Basing anything on a test score is like choosing a home to purchase by looking through one of its windows. Yes, the cheating has only just begun.
Test for Tucker
February 12th, 2010
9:43 pm
Ron Clark may picked kids from all aspects of the socioeconomic spectrum, but the fact remains he can pick and choose among those who’s families are highly motivated to succeed.
Let him try to do the same thing with students who come in off the street, without having any authority to remove them if they show no appreciation of learning. No doubt he’d still have some successes, but it’s comparing apples and oranges and very disingenuous on Tucker’s part.
I’d like to see Tucker try her hand at it, with students who come to her by the luck of the draw, with no authority to remove them if they turn out to be dysfunctional and disruptive.
She might find out these teachers she is so willing to repeatedly bash are doing some great things in the most difficult of circumstances.
I’d like her to experience this first hand, but in good faith cannot subject a group of students to the sight of Tucker, hiding underneath the teacher’s desk, in a puddle of her own urine, sobbing uncontrollably “It really isn’t the teachers; it really is the discipline.”
Just Sayin'
February 12th, 2010
9:46 pm
I’ll tell you a quick story, Cindy. There’s very little girl on the playground climbing up on one of those fire truck look-alikes that you can see in any park. Well, this little girl climbed up there, got behind the ’steering wheel’ of the fire truck, turned around and yelled “You M—–F—–’s get your A—s in the car!” She was a mere 3 years old and was African-American. Now let me ask you – do you think she might have learned that trash at home?
neo-Carlinist
February 12th, 2010
9:50 pm
will somebody answer the question? are the CRCT and other standardized tests established to monitor and enhance the academic progress of the students, OR are they a “pass go, collect $200″ benchmark for teachers? here’s my take: in a perfect world, teachers and administrators would study data revealed by CRCT scores (the deficient scores, more than the passing scores) to improve THEIR performance as educators. instead, we get schools that “teach to the test” or refer parents to websites where students can prep for the CRCT. so, in the end, the CRCT is not used to help students, it is manipulated and altered for the benefit (respect, attention, promotion) of school boards and teachers.
@ neo-Carlinist
February 12th, 2010
9:57 pm
neo-Carlinist, in your perfect world would students be allowed to refuse to work, antagonize others and otherwise chronically disrupt the learning process be allowed, as they most often are now, to remain in the classroom and destroy the learning environment for others who choose to behave and apply themselves?
Or would you merely excuse these behaviors as the students having bad teachers?
Just Sayin'
February 12th, 2010
10:00 pm
neo-Carlinist, the CRCT was put into place by the liberals. The liberals want to keep the students stupid. Stupid kids grow up to be liberal voters. Got it?
Just Sayin'
February 12th, 2010
10:06 pm
Perhaps Cindy could join the ranks of the teachers in this state who give their all in order to help the children. Perhaps that would make Cindy see the light. Wait a minute…do we want Cindy’s warped ideas passed on to our kids. Nope….scratch that idea.
ATLShawty
February 12th, 2010
10:09 pm
I thank NeNe should done be my baby teacher.
Firebrand
February 12th, 2010
10:16 pm
“Poor parents can in fact be involved and positive influences. People that like to point that out also tend to gloss over the fact that the odds are against it.”
If that is true, then how does a school in rural south Georgia with a median household income of just over $30,000 have a 90%+ passing rate on every single writing and math test? In some of the more affluent – yet discipline poor- communities in this state, test scores are pathetic. Because perhaps of TOO much money involved, too many spoiled brats holding on to their family’s coat tails instead of standing on their own hind legs and making something positive happen? No, money is far from ‘the’ determining factor on how good a kid will or won’t do in school. You have to have commitment from all three parts of the trinity to make it work. Good teachers working with motivated students pushed by actively involved parents. It is a no-miss proposition!
Reality
February 12th, 2010
11:45 pm
Just Sayin’ – I was laughing at your posts here until you displayed your ignorance too much at 10:06. This has NOTHING to do with republican vs democrat or liberial vs conservative.
Get it?
Double BS
February 13th, 2010
12:24 am
BS is full of BS and has no idea….Come with me to work one day and you will see what teachers have to fight….In addition….teachers are very well educated……………
Students Unprepared
February 13th, 2010
2:11 am
I teach 6th grade math and science in DeKalb. I have an BS form Ga Tech and an MBA. I am no idiot. Many of my kids do not know their multiplication tables or how to do long division without a calculator. These are things I learned in the 3rd grade. They cannot succeed in middle school math without these abilities. Rote memorization is necessary, but not what is taught these days. It is all because the system thinks that passing a STANDARDIZED test is the best gauge of a student and teacher success.
Multiple choice questions are like a foreign language to them because they do not have rudimentary skills necessary to use elementary logic.
I hate assigning homework because most kids won’t do it. I contact parents about kids behavior and performance and nothing changes. I give simple take home tests and kids still fail. Don’t tell me this is my fault. Half the time the parents are completely unaware of what is going on when contacted.
I teach 120 kids. I cannot feasibly be in contact with all parents. Don’t tell me it’s my fault. Look in the mirror.
.
Mr. Wilson
February 13th, 2010
2:26 am
You cannot make a race horse out of a mule even with the best trainer. Track kids when they leave the fourth grade. If they do not show it by then, forget the academics and try to help them learn a trade.
TnGelding
February 13th, 2010
2:59 am
Why not bring the best teachers in the country into our homes? Look what we’d save in transportation alone.
Jack
February 13th, 2010
5:44 am
The teachers I come in contact with through my profession all complain about the paperwork overload, the lack of parental involvement and the inability to dismiss unruly students. The problems start at home.
educator
February 13th, 2010
6:24 am
Reality – check your research – the number one factor in education quality is teacher quality, not the demographic background of children. This attitude is what has held back our public schools for too long!
SouthernGal
February 13th, 2010
6:59 am
I would like to see boarding schools for children whose parents have no “clue” on how to rear a child. Maybe then they will have a fighting chance of becoming productive citizens.
WingT
February 13th, 2010
7:04 am
CT – You had me, then you lost me. You miss the mark with this paragraph:
“And it does no good to point fingers at parents — some of them busy trying to make ends meet, some of them functionally illiterate, some of them simply irresponsible. No child chooses to be born into a home without the obvious advantages.”
Actually, the problem DOES start at home with the parents. Show me a good school system and I’ll show you a group of involved parents that send off kids with the desire and capability to learn. Involved and active parents make it possible for teachers to teach. Parents that are too busy working to make ends meet, functionally illiterate (is that a nice way of saying they’re stupid?), and irresponsible (just plain don’t care) – these parents ARE part of the problem. Not all of the problem – but the lion’s share of it.
Throw more money at the problem – it won’t solve a darn thing. Pay teachers twice as much – won’t change a thing. All you do then is jack up taxes, forcing parents to work more (and spend less time with kids) to pay their taxes.
Bottom line – irresponsible, clueless, and uncommitted parents breed irresponsible, clueless, and uncommitted kids. And guess what – these types of parents are – on average – having MORE kids than the responsible, involved, and committed parents. That’s the SOURCE of the problem – the PARENTS. Address the source and you’ll start changing the problem. Address the symptoms and you’ll have minimal results at best.