Fixing Our Broken System Of Testing And Accountability: The Reauthorization Of ESEA
** Reprinted here in the Washington Post
Our guest author today is Stephen Lazar, a founding teacher at Harvest Collegiate High School in New York City, where he teaches Social Studies. A National Board certified teacher, he blogs at Outside the Cave. Stephen is also one of the organizers of Insightful Social Studies, a grass roots campaign of teachers to reform the newly proposed New York State Social Studies standards. The following is Steve’s testimony this morning in front of the Senate HELP committee’s hearing on ESEA reauthorization.
Sen. Lamar Alexander, Sen. Patty Murray and distinguished members of the Senate Committee on Health, Education, Labor and Pensions, it is my honor to testify before you today on the reauthorization of the Elementary and Secondary Education Act (ESEA), and to share with you the perspective of a classroom teacher on how the ESEA should address the issue of testing and assessment.
I am a proud New York City public high school teacher. Currently, I teach both English and U.S. history to 11th-grade students at Harvest Collegiate High School in Manhattan, a school I helped found with a group of teachers three years ago. I also serve as our dean of Academic Progress, overseeing our school’s assessment system and supporting student learning schoolwide. My students, who are listening to us now—and who I need to remind to study for their test tomorrow—represent the full diversity of New York City. Over 70 percent receive free or reduced-price lunch; 75 percent are black and/or Latino; 25 percent have special education needs; and the overwhelming majority are immigrants or the children of immigrants.