They need to know that the time and money sspent for dissection is a part of the science curriculum standards that the national science groups expect, thus such activities need to be in the local curriculum. Just like if the football team lost its jerseys, parents can be mobilized over this issue too. The best administrator I knew in NYC said to all her teachers ignore the test-"lets provide a rich and rigorous curriculum and let the chips fall where they may.” Even with her low income kids she always had kids that did Ok so she got away with that. Our book documents some of the most egregious of these cuts, but your story ranks right up there. The state, the district, your principal, any teachers that fear for their scores, all will do the same thing when the stakes are made too high-They will teach what is on the test and ignore what is not. I am sorry but high-stakes testing, as is true of all NCLB testing, always-yes always-narrows the curriculum. Science high-stakes testing is next on the NCLB list, and already in my district there have been recent curriculum changes, such as fund cuts for all dissections in Biology, simply because, “Those lesson objectives are not related directly to a specific standard and therefore will not be tested, so we will no longer be doing them.” How do you see high-stakes testing affecting science curriculums? Question from Stacey Wilson, Teacher, Desert Edge High School: We have a large volume of questions, so let’s get the discussion started. Welcome to today’s online chat about the impact of high-stakes testing.
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