Lobby Day visits with Karen Fraser, Gary Alexander, and Kathy Haigh

On a drizzly Monday, several WEA members joined up to lobby area legislators, including Karen Fraser, Gary Alexander, and Kathy Haigh. What follows is a summary of the various Lobby Day conversations regarding WEA priorities. Not available: Brendan Williams and Sam Hunt. Not included: the conversations I wasn't a party to.

Sen. Karen Fraser, Democrat, 22nd Dist. (info)
The state wants more money. Where to get it? I know, says Chris Gregoire: public employees' pensions. Eliminating gainsharing, a practice where state workers receive additional benefits when state investments earn above a set interest point, would raise revenue for a state strapped for cash hungry for new outlays. Fraser is distressed that Gregoire and high-ranking legislators are trying to eviscerate the program. Her bill, a concession, would preserve gainsharing for teachers hired before July 1, 2007. After that, nothing.

(Want the in-depth impacts? Read the fiscal note. We're talking hundreds of millions of broken promises dollars--and this is just the compromise.)

Fraser said that gainsharing is "going down to the wire." Pressure from public employees might be the main obstacle to its elimination.


Rep. Gary Alexander, Republican, 20th Dist. (info)
Representative Alexander was glad to talk to us about compensation, and was sure to mention the issues he thinks get passed by in the ongoing conversation about ed reform: special needs and transportation. (He didn't go into much detail about the latter.) Alexander is against one-size-fits-all education, telling us how much he'd like to see stronger vocational education, but, paradoxically, not wanting to give a high school diploma to anyone who can't pass the WASL. Several times he mentioned how some students just aren't served by the current model, and yet he never acknowledged the contradiction in his support for the dubious exit exam.

When asked about gainsharing, Alexander was quick to mention HB 2116, a different sort of compromise. Right now, gainsharing kicks in when pension investments top a 10% rate of return. Under Alexander's proposal, the "trigger" would be raised to 14%, reducing the state's odds of liability by almost two thirds. (A 14% rate of return is 64% less likely. Read the whole fiscal note if you dare. Alexander noted that the legality of the proposition--having different gainsharing options for old and new hires--is under investigation.) I asked Alexander what would replace gainsharing as a recruiting tool if it were done away with. He didn't really have an answer.

One bill Alexander is sponsoring would allow students who pass the WASL to skip the "intermediate" step of their licensing [pdf], the time when they can drive only during limited hours and without young passengers. Another secondarily sponsored by Alexander would force the legislature to determine proper education funding before passing an omnibus appropriation--in essence, making education a priority not just in emphasis, but in time. (Alexander didn't talk about either bill during our chat.)

In all, Alexander offered tentative support for some WEA concerns, especially in the area of fully funding education.


Rep. Kathy Haigh, Democrat, 35th Dist. (info)
Kathy Haigh, chair of the House Appropriations Subcommittee on Education, kept pulling out a copy of the budget whenever we'd ask about upcoming agenda items. She declared her support for smaller class sizes for K-3 classes, and said she wanted to commit $50 million in the upcoming session to fund all-day kindergarten, at least for free and reduced lunch students. She "totally support[s] the simple majority" for levies, which would give rural districts greater ability to fund classroom renovations and technological upgrades. (Last year she cosponsored a similar bill that passed the House only to fail in the Senate.)

When we brought up pensions, she admitted, "I don't know anything about gainsharing. I'm not in the middle of that fight."


Summary
It's a good year for state government, which means that everyone wants a piece of the lasagna.

"It's a lot harder when you have a bunch of money," says Victor Moore, the governor's budget director and former House Appropriations staff director. "When you don't have money, there is a simple response to why you're not giving them anything. When there's money, you have to make arguments about priorities, why this investment and not another. It's tough and everybody wants their little $10 million appropriation."

Today the WEA was another voice in a cacophony of concerns, requests, and demands. When dozens of interest groups descend on the Capitol in a day, it's easy for issues to get lost in the noise. Union members who want their needs met have to keep contacting their legislators beyond Lobby Day, to keep reminding them of their promises to constituents and their obligations to the state's "paramount duty."



Sidebar: Among the more colorful and obnoxious interest groups were the Where's the Math folks, parading kids around as political props and chanting on the Capitol steps. One middle-aged demonstrator sported a placard reading, "Less Words! More Numbers!"

That would be fewer words. If only they'd had a writing WASL thirty years ago.

some WEA issues on the lobby day agenda

Here are some things we'll be chatting about with the legislators this lovely Lobby Day. Via email:

Smaller class sizes will improve student achievement
Parents, teachers and students all know that small class sizes help students learn. Research shows it, too. With fewer students, teachers can give students the personal attention they need and deserve. For WEA's 80,000 members, smaller class sizes are among the top three priorities for this legislative session. Gov. Chris Gregoire proposed spending $90 million on new class-size-reduction programs. That's a good start, but nowhere near enough: Washington's class sizes are 47th in the nation (pdf). Yet some lawmakers reportedly want to spend even less than the governor proposed for smaller class sizes. That's a bad idea, and it will make it even harder for our state's students to meet high academic standards. In coming weeks, WEA members will be sending their legislators a clear message: Investing in smaller class sizes will improve student achievement. Invest more, not less, on smaller class sizes.

Protect gainsharing
The proposals to reduce educators’ pensions now have bill numbers.
House Bill 1771/Senate Bill 5779 eliminate gainsharing. Senate Bill 5668 and House Bill 2116 eliminate gainsharing for future school employees. WEA opposes all of the bills and any attempt to repeal gainsharing.

Gainsharing benefits education employees in retirement Plans 1 and 3 and increases their monthly pension checks. Gainsharing benefits about 50,000 WEA members, said Dave Scott, WEA vice president....

ESA bill would pay for experience
Education staff associates (ESAs) should get salary credit for their years in the private sector. ESAs include school counselors, nurses, psychologists and therapists -- people who are well-paid in the private sector. In most cases, though, they start at the lowest salary level when they join a school staff. State law doesn't recognize their private-sector experience as a factor in salary funding. That makes it more difficult to find people to fill those positions....

Fix and fully fund the so-called NCLB, teachers say
Two teachers testified this week about a memorial urging President Bush and Congress to fix and fully fund the ESEA, the so-called No Child Left Behind Act. It's up for reauthorization this year, but it's never been fully funded. It also has major policy flaws.

"You have the opportunity to use this legislation to send a message to Congress about education reform," Suzanne Mayer told the House Education Committee. Mayer is a middle school teacher from the Highline Education Association. Spokane EA member Idalia Apodaca also testified on House Joint Memorial 4012.

Keep the high standards, but fix the WASL
The WASL should not be used as a high-stakes test that prevents students from graduating, WEA representatives testified this week. WEA supports the state's high academic standards, said Mary Lindquist, but opposes using the WASL as a barrier to graduation. The WASL should be one of several assessments used to measure whether students should graduate, she told the Senate education committee.

Lindquist, Mercer Island EA president, testified about Senate Bill 5165, which would delay using the math WASL as a graduation requirement. She encouraged lawmakers to delay all sections of the WASL and to use the time for a complete review of the WASL-based assessment system. The state must also provide adequate school funding for smaller class sizes and other needs, she said. WEA supports Senate Bill 6023, which offers students additional assessment and instruction options after failing the WASL once. Lindquist said SB 6023 is good for students and gives them flexibility.

Status of the various efforts: every single bill listed above (go to http://www.leg.wa.gov/legislature, choose "bill search" and type in the number) is in committee.

how the WASL makes life meaningful

Over there, I consider whether missing eight days of school is such a big deal.

with the proper motivation

Gregoire, flush with a 1.9 billion surplus, proposes dumping $197 million on extra math and science funding. The plan:

• Reduce class size. The state already is working to reduce elementary school class size via a citizen-approved initiative. Gregoire's new plan would send districts money to hire more middle and high school math and science teachers, with the goal of having one teacher per 25 students. Cost: $90 million.

• Recruit 750 more math and science teachers, including faculty who are teaching other subjects and didn't major in math and science in college. Additional college and teacher training would be available.

• Offer math and science scholarships to college students who agree to teach in those areas. Cost is $14 million.

• Pay annual bonuses of $5,000 to nationally certified teachers who teach in a "challenging" school and another $5,000 if they teach math or science. Currently, 900 teachers have this extra certification.

• Expand the alternative path to certification for non-teachers in the private sector who are experts in math and science, or paraprofessionals.

The professional development proposals total $62 million.

• Provide hands-on science learning for 1,000 K-8 classrooms, using the Leadership and Assistance for Science Education Reform (LASER) program. Cost is $12 million.

• Provide extra help to students who are struggling with the WASLs. Gregoire proposes $12 million.

• Standardize math curricula across the state.

I have a better solution. We teachers are always grousing about parental involvement, and wondering why folks can't be more accountable. Want to see test scores go up? Promise parents a $1000 tax break when their lovable lump passes the WASL, at an overall cost of $82 million per annum. In two years, math scores will rise like rent on Boardwalk.

money for grades, part II

Covered on my other blog.

Bonus: I debate the WASL... and lose!



(Part I here.)

standardized testing on a Saturday afternoon

The math WASL stinks, say a bunch of angry professors. More standardized testing good, says the leader of the free world.

the scores are upon us

Day One of the LIDs is done. Highlights:

1. Learning that, in lieu of our WASL performance, our school has hired a "math intervention specialist." Gauzy / watery screen wipe, with harp glissandos...

Brian walks into his pre-algebra classroom, his backpack slung over his shouler, his iPod earbuds deeply implanted. Brian is grooving to one of those indistinguishable emo outfits, when suddenly he notices that the entire class is standing by their desks, staring intently at him. A stranger sits his teacher's desk. A stranger with a clipboard.

"Dudes... what's up? Why's everybody lookin' at me?"

"Brian," says Clipboard Toter, "We're here because we love you. And also because you didn't meet standard on the WASL."

(Let your imagination fill in the rest.)

2. XpressNap
It's a napkin dispenser. It is also a talent I would kill for.


3. A fire drill.
Right in the middle of the new staff introductions, the alarms start whooping, the lights a-flashing. Nobody panics, or even budges, until the superintendent says, "Give it two minutes, and we'll see." Fifteen seconds later, he says, "Okay, better go. Everybody out." Twenty-two seconds later, the alarm turns off.

4. WASL results
They are confidential, so I can't share any numbers. Suffice it to say that, at least as far as reading and writing went, our district's numbers shot up. At our school, nearly 90% passed both on the first try. Not bad for our demographic, which includes more and more English-speaking novices than ever. Math, though... not so good. Maybe if we emphasize math across the curriculum, like we did with writing, scores will improve.

WASL scores in students' hands

(Actual conversation.)

Student: I passed everything but the writing test.

Me: Are you joking? You're a perfectly capable writer.

Student: I made up my own writing prompt.

Me: Why would you do that?

Student: [smiling] I just wanted to.

Me: You just wanted to take the WASL again?

Student: I have summer school anyway. Might as well have something to work toward.

WASL woe for some, relief for others

The preliminary--and by preliminary, I mean satisfying in the way only a blogger could appreciate--results of the WASL-that-counts are in, and they're a mix of "gains" and disappointments.

KOMO:

Well over half of the 71,136 students tested passed the reading test - 60,873; 10,263 failed to meet the standard.

In writing, 59,196 of the 70,812 students met the standard; 11,616 did not.

In math, 37,866 of the 70,255 scored met the standard; 32,359 did not.

Seattle Times:

Preliminary numbers show nearly 86 percent of 10th-graders passed the reading section of the 2006 WASL; 84 percent passed writing and 54 percent passed math.

But those initial scores, released this morning by the state Office of Superintendent of Public Instruction, do not include about 10,000 student records that, for a number of reasons, need to be examined. Some students have been counted twice, for example. Others are special-education students who this year had the option of taking the fourth-or seventh-grade versions of the WASL.

The Olympian:

Of the 70,255 who took the math test, 37,866 met or exceeded the standard and another 32,359 did not pass. The improvements in mathematics were most noteworthy in the movement of students out of the lowest achievement level — a one-third reduction, state officials said.

Of the 71,136 who took the reading test, 60,873 students met or exceeded the standard and another 10,263 did not pass. More than half of the students — 43,758 — scored in the highest performance level. This year’s results also show a two-thirds reduction in the number of students scoring in the lowest performance level.

Of the 70,812 who took the writing test, 59,196 met or exceeded the standard and another 11,616 did not pass.

There were nearly 10,000 more students than last year who achieved the writing standard, and there were two-thirds fewer students performing in the lowest level.

Gains were probably due to the fact that the test had to be taken seriously. The disappointing result in mathematics, though, means that close to 45% probably failed all three sections, though it's impossible to be sure with so many discrepancies (and the fact that the three statistics can't be combined).

There are also discrepancies in last year's statistics. KOMO claims, "Last year, 46.9 percent of 10th graders who took the WASL passed all three sections," while the Times claims, "Last year, 42 percent of sophomores passed all three."

I won't know for some time how my own students fared.

minimizing the suckitude of the WASL

Came across this letter to the editor about the WASL*, written from the perspective of a high school junior. I'll quote snippets, comment, and be done.

This test is supposed to be proof that a student can, at the bare minimum, read something and mindlessly regurgitate it back onto their paper....

If students do, however, decide to drain any amount of their lives worrying about this test, and if they take their time to carefully write and rewrite all of their answers, then the only reward they can expect is the angry stares of classmates who, having been done for half an hour already, are waiting to talk or play cards.

I'm not going to analyze the WASL in depth or talk about why it should be abolished. Instead, I'm going to assume for now that it's here to stay, and recommend one practical change so students who finish early aren't punished for their competence.

Let them quietly leave class when they're done.

Simple. It'll work, too, and here's why.

Excepting emergencies, no one comes or goes during the test. Cell phones and other pesky electronic devices are entirely banned. Consequently, there's no real danger that Joe Student will hop into the hall, whip out a RAZR and text the correct answers to his internet girlfriend in Ephrata.

Let them hang out in the gym or the commons or the library, where they can enjoy the solace of their iPods or gamble away their lunch money playing Texas Hold'em.

Once they go, they can't re-enter the classroom, so there's no risk of information contamination.

End of problem.

It's so simple I almost feel stupid for suggesting it.






*Washington's high-stakes standardized test.

how to fix education: some thoughts

In a discussion over at his brother's blog, Peter, as always, is chock-full of ideas. This time, the subject is education. His recommendations, paraphrased, followed by my responses:

(1) Make all education voluntary, and kick out slackers and miscreants. They can re-enroll next year if they want a second chance.
I think Peter might be surprised to know how many public school teachers would agree with him. Of course, by "voluntary," does Peter mean at the student's or the parent's choosing? The latter, I'd imagine, would do little to change the status quo.

(2) Eliminate multiple-choice tests.
Hear, hear. In fact, Peter might also be surprised to know that some standards-based testing (like our state's WASL) already devalues multiple choice. Most of the questions are essays or short answers, even in the math and science sections. However, the range of knowledge assessed in those tests is still rather narrow--which is why they are a waste of time and resources, adding little to nothing to education.

(3) Have teachers learn content, not "theories, methods, and gimmicks."
I can speak to this. I double majored in English and history, and gained a teaching certificate as part of a master's level course in teaching. Although my courses in theory and instruction were valuable, far more valuable were many observational experiences and two separate student-teaching stints, as well as one-on-one work with excellent mentor teachers. (I won't say much about Peter's limited-sample survey of the reading habits of teachers. I'm a high school English teacher with rather bright, well-read, non-escapist colleagues, so my views are biased in a different direction.)

(4) Reform labor laws so children as young as 10 could work in limited employment, with special protections from abuse.
This will never happen, ever, even if it would be a good idea.

(5) Let students decide earlier on a vocational or college-prep path.
This already happens in Germany (and other countries, I'm sure). Despite what's going on in some places, in others, vocational education is having a renaissance, thanks to its expansion into higher-tech realms. For example, a Capital High student can attend classes at New Market and learn computer programming, culinary arts, or auto mechanics.

(6) Enough with the "college degree gets you more money" rhetoric.
I share Peter's concern that our society has lost focus on the purpose of higher education. On the other hand, research in tracking shows that students of lower socioeconomic levels are underrepresented in college tracks. A college degree provides access to exclusive opportunities in many arenas. We have to be careful to not deny that access based on hidden biases, unquestioned assumptions, or structural inequalities.

(7) Revive apprenticeships.
I'm not qualified to comment on the particulars, but based on my own educational experience as a student teacher (and, Peter, my readings in educational theory), it seems like a good idea to me.

(8) No more celebrities telling us how to live our lives.
Amen to that.

big news in the world of standards-based testing

A California jurist has declared that 47,000 California students can graduate this year without passing the state's exit exam. (Washington State, for my unfamiliar readers, has its own version, the WASL--and similar lawsuits may be in the works.)

Morrison & Foerster filed a suit in February on behalf of 10 students. The suit claimed that the test was unfair, particularly to English learners and poor students who were more likely to have unqualified teachers and supplies necessary to learn the material on the test.

The suit also asserts $20 million in state money aimed at tutoring for students who failed the test was unfairly distributed. According to the complaint, 166 districts with failing students received none of the money.

Judge Freedman called this argument the most significant.

"Plaintiffs are likely to prevail on their claim that the State's arbitrary distribution of the $20 million allocated for remediation purposes constitutes an additional violation of the equal protection clause."

This is just the beginning, I'm sure.

WASL faces uncertain future

Pity our standardized test. It was hauled onto the court as a first-round draft pick, going to turn the team around with its slam-dunk accountability ability. Now it languishes on the bench as legislators run up and down the court. (The basketball gathers dust in the corner of the gym, over by the water fountain and the pile of reeking sweatpants.)

The state Senate passed Senate Bill 6475 by a 33-10 vote Friday. It would set up alternative routes to graduation for some students, such as putting together a portfolio of work. The House passed a similar measure late Thursday.

Lawmakers in the two chambers are expected to resolve the differences between the two bills.

That last sentence is crucial. Some of the wrinkles to be ironed out:

The House and Senate bills differ in several ways. For example, the House version requires that students have 95 percent attendance at school in order to take an alternative route. The Senate version contains no such requirement.

The bills also differ over who would be allowed to go the portfolio route. The House version limits that option to students in small schools or approved career and technical programs. The Senate bill does not have a restriction.

The House bill also would let students substitute a failing math score with a good performance on the math section of another standardized test, such as the SAT. The Senate bill doesn't provide that option.

And the Senate version allows students who don't meet the graduation requirements needed to obtain a regular diploma to get a "certificate of academic progress" and participate in graduation ceremonies. The House bill does not have that provision.

Of course, Christine Gregoire has to sign whatever legislation lands on her desk, and she'll be under enormous pressure from both sides, no matter what the lawmakers recommend.

The SAT-substitute proposal makes much sense to me. In fact, I'd argue that SAT Math and WASL Math scores correlate closely enough to scrap the far more expensive WASL version, which requires extra writing and thus extra assessment. (Scroll down to page 5 of this PDF for the data.)

More important, though: we haven't yet seen what our students can do when the pressure's on and the test actually counts. Until then, as House Majority Leader Lynn Kessler puts it, "We're floundering around probably just as much as the kids are."

in the works

Thoughts on the book of John, prompted by my brother's discussion-group observations.

A response to Mark Olson's musings on demon possession.

Words on the WASL.

But for right now, I've got papers to grade and a concert to prepare for. Go read, comment hither and thither. And maybe even tither.

the 2006 in-box

I somehow missed or forgot about this story, the upcoming major issues facing various Olympia school districts in the new year. Some that directly affect me:

1. The WASL counts. My sophomores, all eighty-eight, are required to pass all sections of the test in order to graduate. This is causing no end of consternation for a good number of students who never took it seriously before, especially when they were seventh graders more interested in the daily pimple watch. Congressman Brian Baird is coming to Capital to address student concerns. If I can go, I'll blog about it.

2. The Olympia tech levy. I had to ask for a special grant to get an LCD projector in my room on a full-time basis--and for only one year at that. The Internet (in the form of blogging) forms an essential part of my English classes, and a projector is critical for my teaching purposes. It's tough to teach students a simple technique by running around a computer lab explaining to one student so they can teach their neighbor. Capital's fairly well off, too, since our computer labs usually function (knock on silicon).

3. Capital slides down to 3A. We can't play with the big kids anymore, thanks to the impending WIAA reclassification. It won't affect my speech and debate team's regular season, since we'll still compete against the same powerhouses like Gig Harbor and Federal Way, but at state we won't face them. I'm not sure I like it. Beating the best is far more satisfying.

4. The hush-hush story that isn't mentioned. It involves massively destructive acts of vandalism, Crimestoppers, construction, and administrative angst. Can't say anything about it until it appears in The Olympian, due to the ongoing investigation. Only thing I can say for sure: I didn't do it.

WASL doubt: not just for guilty liberals

Stefan Sharkansky calls Booth Gardner on "soft bigotry of low expectations" (a phrase forever ironically linked to its progenitor, C-student George W. Bush), reducing Gardner's argument to the claim that our education system is overwhelmingly Eurocentric.

But the Shark ignores the bulk of Gardner's essay, including the most telling paragraph:

It is ironic that the force behind the "single test fits all" is the big-business community. Its members apparently believe the only way to judge whether a student has successfully met learning standards is with a single measuring stick, the high-school WASL. Believe me, none of them uses a single indicator to measure the health of their business. They use a "cockpit" of indicators because they are aware that no single measure is sufficient to evaluate their operations.

Sharkansky's other significant error: assuming the WASL is objective. It ain't. On the highest-scored portions, student answers are graded by humans on a rubric, and right answers aren't enough to earn a high score.

"California Dreamer," a commentator on Sharkansky's site, puts it well:

I feel really strongly about clear and strong academic standards, and objective testing to see how well those standards are being met. But I really hate the WASL. It costs something like $60 a student to grade, while tests like the ITBS test cost under $3. The WASL shouldn't be dumbed down, it should be replaced.

And therein lies the problem. It isn't that the WASL is a wrongheaded test, but that it's bulky, time-consuming, expensive, and, ultimately, no better at predicting educational outcomes than grades, SAT or ACT scores, or the ITBS.

Don't believe me? Look at the numbers. Students who didn't meet standard on one section of the WASL averaged a 2.83 GPA in their freshman year of college [pdf]. More specifically, students who flunked the math WASL attained an average 2.7 math GPA in their freshman year. Yet under the current scheme, they'd have to retake until they passed, lose their diploma, or drop out and get a GED.

More coherent thoughts will follow when time permits.

advocacy: part II

From left to right:

• Senator Karen Fraser, Democrat


• Rep. Brendan Williams, Democrat


• Rep. Gary Alexander, Republican

(They all look much better in person.)

As promised, I spent the bulk of my evening at the WEA Chinook office as legislators, teachers, and other interested persons discussed the future of education in Washington state. The three legislators who came, late thanks to interminable committee meetings, patiently listened as local educators told stories of lost electives, lost students, lost health care benefits, lost opportunities.

Though the tone was at times bleak, educators and lawmakers alike expressed optimism that with the right push from the electorate, real education reform in Washington--not just standardized testing, not just higher teacher salaries--is possible. But it's going to take a hell of an effort.

Karen Fraser opened the longest-running dialogue by talking about the upcoming battle over the WASL, our flagship assessment. "It is a raging dispute," she said. "I don't think there's any guarantee about how that's going to come about. I'm one of these ones that's in a quandary about it. What's going to happen to the kids who don't pass the WASL?" As she noted, the debate isn't so much about the WASL's existence, but about its use as a graduation benchmark, its efficacy, its length, and whether it makes educators merely teach to the test.

Teachers spent the better part of a half hour demonstrating exactly how the WASL is doing just that. As someone whose debate class was dropped in part to make room for more remedial classes, I can sympathize. As my colleague, David Johnston, put it, "It's an example of so much good energy being focused on a narrow perspective. Vocational education, alternatives are being sacrificed in order to get students to pass the WASL... It boggles my mind after 15 years that shop classes and extracurricular activities are being cut."

Of the three legislators, Brendan Williams voiced the greatest skepticism about the benefits of the WASL. "I've taken a good number of standardized tests," he said. "I've taken the ITED, OlyAlt, ACT, SAT, GRE, LSAT, even the ASVAB. I don't put a whole lot of stock in standardized tests being more than a snapshot in time."

Still, the test is likely here to stay. Fraser pointed out that proponents would have to delineate a real plan for the state to meet its standards. Even the most WASL-sympathetic member of the panel, Gary Alexander, who spoke of all the students he's met telling him to "stay the course" on the WASL, admitted that right now the situation looks bleak, since everyone has to "come together" to get the great results other states have noted when tests are tied to graduation. Alexander pushed the issue back toward the Office of the Superintendent of Public Instruction, Terri Bergeson at the helm, since the WASL is largely its doing. The legislature is funding the voyage, but the OSPI has to steer the ship.

An hour into the conversation, I stood up and spoke about class sizes, reading this passage by one of my students.

In the states of Washington and Oregon, I think that a way you can improve education is to limit or reduce the size of all classes so there are 15 people in a class, max. If you reduce the size of classes, then each individual student can receive more attention, and because of that, their grades will rise from the increase of attention. If you receive more help, the problem that you needed special attention with will stick in your head more. The downfall of bigger classes is that there are too many student for each teacher and the teacher winds up getting oferwhelmed in questions and gets distracted from other people that will wind up getting worse grades thast will reflect badly on the student, making people think less of him or her.

I closed by asking, "What is your commitment to reducing class sizes?" (Healthy applause followed.) All three expressed a strong commitment to the concept. Alexander, in particular, pointed out that Washington's voters sent a pretty clear mandate in the form of I-732. Fraser doubted that the initiative could be afforded given the current tax structure, and called for a state income tax as a remedy, while Alexander claimed that with some creativity the legislator could keep its promise and maintain the fiscal status quo.

Pension guarantees, health care packages, and adequate compensation also garnered mention, but only toward the end. When the forum finished, I handed typed copies of the students' statements and questions to the three, and promised them I'd email them. I'm considering inviting all three to speak at Capital (I'd be happy if even one could make it.) I'm sure my sophomores would be interested to hear what I heard, firsthand.

If you're a concerned area resident, I'd encourage you to contact any of the three.

Gary Alexander
Brendan Williams
Karen Fraser

Or call the legislative hotline, 1-800-562-6000.

Oh, and I'm pretty sure I was the only blogger in attendance.

advocacy

This afternoon I'm attending a legislative forum with several local district representatives. Instead of just bringing my own questions and comments to the table, I've asked students to write them. If I don't get the chance to read any of them "live," I'll at least present them in typed copies. I'll also post a response after the forum. Though I haven't blogged much about it lately, I've been thinking about the current situation with the WASL, dropout rates in our district, education in general.

For our non-Washington audience, the Washington Assessment of Student Learning, or WASL, is a standardized criterion-referenced test of basic skills and curricular uptake that, for the first time ever, sophomores must pass in order to graduate.

I'm not a "political" teacher--I don't use the lectern as a bully pulpit, preaching to my students about the value of (or problems of) standardized tests--so the comments below aren't just students taking after their teacher. They're often provocative, sometimes underinformed, always honest.

I'm never gonna use any form of science in my future. Why do all of us have to take it? Why not just use science for pepole who know they're actually gonna use it in their future? And the same with art requirements.

Is there any way to change the elective class system to make all math classes past Algebra 1 electives?

They are hypocritical. They make us pass the WASL; why don't they do it? They think it is necessary for our education. But they didn't have to pass it, yet they are now successful politicians? They lie to the public again. They just want to make money.

What can we do about teachers who are not fun or care for their kids and just yell at them constantly?

Why do we have all these old textbooks?

You should bring up the WASL. Talk to the legislators about why it got changed to a graduation requirement. If they think it's fair to take away the graduation certificates of students because of one test, a test that won't show everything we've learned through high school. Students will have two more years to gain knowledge after taking the test.

I think that the WASL should be a test on how well the teacher is teaching students.

I have to ask what is being done for our overcrowded schools. Sure, they're remodeling Capital, but what exactly is this doing for the students, besides taking away even more classes.

What can we do about teaching about alcohol in health class? Last year they taught us more about smoking, but not really about alcohol. A health teacher was going on about how cigarette ads are corrupting children, and I asked her, umm, alcohol is still on TV, and she said it doesn't appeal to children as much as smoking. She had no idea what she was saying--have you ever seen a Bacardi and cola commercial where they drench girls in alcohol? Why do we teach about one thing, but not the other that is worse for you?

I think that the schools are under-funded. There have been numerous classes over my past two years at Capital High School where I have not been able to have my own book.

Everyone teachers, friends, parents, siblings are always telling students, friends, daughters, sons, to just be themselves. So if they want us all to be individuals and not all the same, why do we all have a standardized test? Such as the WASL, the IOWA, or even the SAT’s. We all know that everyone is not all up at the same place in the learning process. So how can we make it a law that all students have to pass the WASL in order to graduate from high school? What legislators need to realize before they pass these ridiculous laws is that a lot of students do have learning disabilities and can’t pass all the parts of the WASL. So how is this fair to those with learning diabilities? They just aren’t going to be able to pass high school because of something in their life they can’t control, but are trying to overcome it by everything they can do for themselves. Don’t you people realize that failing the WASL is just a major set back for them and makes them feel incapable and stupid when in reality they aren’t they just need some help to get up to pace with other students. Why do this to these kids when they are doing everything they can to help themselves? Also why do you have to make all the other kids worrying about not being able to pass high school just because of some ridiculous standardized test? Realize we aren’t standard people we are all individuals.

In the states of Washington and Oregon, I think that a way you can improve education is to limit or reduce the size of all classes so there are 15 people in a class, max. If you reduce the size of classes, then each individual student can receive more attention, and because of that, their grades will rise from the increase of attention. If you receive more help, the problem that you needed special attention with will stick in your head more. The downfall of bigger classes is that there are too many student for each teacher and the teacher winds up getting oferwhelmed in questions and gets distracted from other people that will wind up getting worse grades thast will reflect badly on the student, making people think less of him or her.

I don’t know a lot about the education system. But I think the class of 2008 is being forced to be the guinea pigs for the state's new regulations. I don't like that at all. I feel like I have all these new things that make my education harder that no one before me has had to deal with. I think it will backfire and make the graduation rates less, not more. The whole senior project thing is not fun either. Theres to many things that the 2008 class are getting piled on them, it doesn’t feel good to be the state's guinea pig at all.

Why did they choose us to make the W.A.S.L. a graduation requirement? Why were we chosen to have to take 3 credits of arts as a graduation requirement? Why are they making it so much harder on us to graduate? I don’t understand why they put all these new requirements on us. Why couldn't they spread them out through other years of graduates? I don't think the state has our best interests in mind. It seems they want us to fail more than they want us to succeed.

If I ran into a legislator I would ask him/her, “Why do we have teachers, teaching us subjects, that they didn’t even major in?” That would be my question. I would ask that because I am tired of my math teacher always making careless errors, and always expecting us to catch him on his mistakes. I don't see why they put under-qualified teachers in a class room and expect us to get a good education!

I dont see the point of the WASL. Why can't they assess your learning by looking at your grades? If someone gets good grades on assighntments but bombs tests because they are too tense to think and they can't remember what they studied or learned, then they won't do all that well on the WASL. So just because someone isnt relaxed enough to pass the WASL doesnt mean that they aren’t smart enough to move on to the next grade.

I feel like teachers don’t get paid enough. That is such a huge cliche, but nothing is ever done about it. Nobody realizes or at least mentions that without teachers the world would not go on, and I’m not even over-dramatizing it. You can’t be anyone in this world without education. You have to have a degree, or if you're traveling you must know the languages you learn in school. Teachers shape the kind of people we as students become and in my opinion they are completely underpaid. When you grow up and graduate out of school, the simple advice or even the little things that only teachers can give you are remembered and you take that with you and pass it on. They make such a big impact in not only thie big ways but the little. These teachers spend the little money they do get on their own school supplies or extra things to make the classroom more of an experience.

no pressure

The day before school returns to Olympia, let us pause to remember why we're here: the WASL. Now it counts.

WASL WASL man

Amid protest, we start the Washington Assessment of Student Learning today, an eight-day, sixteen-hour marathon of a test. Security is tighter this year; the pressure to boost scores is sometimes (more realistically: rarely) an excuse for teachers to give students extra help. None of that here.

To proctor I go.