Diane Ravitch at PBS Site, on Occasion of Frontline Rhee Report and "How Do You Measure Success in School Reform?"

Diane Ravitch: Why Focusing on Student Test Scores Is No Panacea

Diane Ravitch is a historian of education at New York University and author of The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.

I watched John Merrow’s documentary on The Education of Michelle Rhee with high anticipation. I wanted to see what she had learned from her experience, and what lessons there might be for the nation.

The documentary emphasizes her steely determination to do whatever she thought necessary to turn around the Washington, D.C. school system. She fired principals; she fired teachers; she closed schools. She told every principal that he or she must set a target for raising test scores. If they met it, their schools would win thousands of dollars; if they didn’t, they risked termination. She tied teachers’ evaluation to student test scores.

Rhee assumes that better test scores equal better education. She never once mentions literature or history or science or civics or foreign languages; she doesn’t talk about curriculum or instruction. She never calls out a teacher for poor instruction or a principal for a weak curriculum; she is interested only in the bottom line, and that is the scores.

The problem, of course, is that focusing obsessively on test scores has predictable results: narrowing the curriculum (some districts and schools have dropped the arts and other subjects to make more time for testing); cheating; teaching to the tests; and distorting the whole education system for the sake of scores. Our best public and private schools would never dream of making test scores their goal. They know that a real education includes the arts, history, science, literature, foreign languages and physical education. Their parents expect nothing less.

“Our best public and private schools would never dream of making test scores their goal. They know that a real education includes the arts, history, science, literature, foreign languages and physical education.”

Unfortunately, Rhee cared only about test scores, not a balanced curriculum. By the end of the documentary we learn that the public schools in D.C. improved “slightly” on national tests but “are still among the worst in the nation,” and its high school graduation rate is dead last. We learn that her relentless focus on test scores produced allegations of widespread cheating, not better education. Her policy of firing teachers and principals did not turn around the schools; it created turmoil and led many teachers and principals (including those she hired) to leave.

The only logical conclusion from this documentary is that states and districts should not do what Michelle Rhee did. It didn’t work. It failed. Rhee, however, remains unfazed. She’s taken her reform agenda to the national stage and is now urging states to follow her lead.

True educational leadership involves a commitment to children and to education (not just test scores), a dedication to improving curriculum and instruction, and the ability to recruit and develop a strong staff. That is the kind of leadership I saw when I visited Finland, a nation whose students never take standardized tests yet do very well on international assessments.

Thankfully, such leadership is hardly absent in the U.S. In schools all across the nation, I have come across countless unsung educators who build teamwork and a culture of professionalism. They create a climate of respect built on wisdom and judgment, not carrots and sticks.

NYT: test cheating charges vs. Rhee in DCPS amid test cheating charges from Georgia to New Jersey

The New York Times this week ran a story (Michael Winerip), "Eager for Spotlight, but Not if It Is on a Testing Scandal") with this shamed-looking Rhee photo on how Michelle Rhee, former chancellor of District of Columbia Public Schools has been generous with her access to a range of news interviewers, yet she has refused to speak to reporters at USA Today. As the Times noted, the test erasure charges swirling around Rhee come at the same time as allegations of cheating in Atlanta, Indiana, New Jersey, Pennsylvania and Texas.

Rhee's whole self-promotion campaign has come from her argument that her get tough methods of attacking teachers and stressing tests over everything were successful. Yet, erasure analysis raises plenty of suspicious red flags. Translation: Rhee's success is illusory, contrived:

At some schools, they found the odds that so many answers had been changed from wrong to right randomly were 1 in 100 billion. In a fourth-grade class at Stanton Elementary, 97 percent of the erasures were from wrong to right. Districtwide, the average number of erasures for seventh graders was fewer than one per child, but for a seventh-grade class at Noyes Elementary, it was 12.7 per student. At Noyes Elementary in 2008, 84 percent of fourth graders were proficient in math, up from 22 percent in 2007.

Ms. Rhee’s reputation has rested on her schools’ test scores. Suddenly, a USA Today headline was asking, “were the gains real?” In this era of high-pressure testing, Washington has become another in a growing list of cheating scandals that has included Atlanta, Indiana, New Jersey, Pennsylvania and Texas.

It took the USA Today reporters a year to finish their three-part series. So many people were afraid to speak that Ms. Bello had to interview dozens to find one willing to be quoted. She knocked on teachers’ doors at 9:30 at night and hunted parents at PTA meetings. She met people in coffee shops where they would not be recognized, and never called or e-mailed sources at their schools.

USA Today: Feds sought for Rhee Erasuregate

USA Today for the past month has been giving attention to the ballooning test scandal of Erasuregate: very high numbers of answer choices on tests erased and changed to the correct answer, during Michelle Rhee's years as schools chancellor for Washington, District of Columbia (DC).
Thursday, May 5, 2011 "USA Today" gave front page attention, in Marisol Bello and Jack Gillum, "Inquiry sought into D.C. test scores." You know that things are bad for Michelle "Taped Lips" Rhee when school-killer comrade in chief Arne Duncan endorses a deeper investigation. (Rhee, power-protecting and defensive, refused to speak to USA Today reporters live; although she did deign to respond to a written set of questions.)
Meanwhile, the number of parent or teacher signatures demanding a federal probe into test scores during Rhee the First's tenure, or should we say reign. (See the fun Rhee-focused site, RheeFirst!, on Erasuregate and skewering Rhee's overall apple polishing.)



And you know things are bad for her when even conservative institutions and one of their staff publicly skewers Rhee.

Rhee's comments have shifted because she is trying to protect her national reputation, says Mike Paul, a crisis management consultant.

According to Rick Hess, an education researcher at the American Enterprise Institute, a conservative think tank in Washington, activists such as Rhee say they have all the answers and when one flaw is found in their approach, it can call into question their entire program.

"Your critics have good reason to try to re-examine your evidence — and if they find problems with it, then your case is dramatically weakened," Hess says.