SBAC widens achievement gap in Salem-Keizer Schools
Why do schools continue using junk SBAC tests to segregate students and widen the achievement gap for the most vulnerable? Because billionaires are pushing their agenda in our local schools without our consent. They dabble in education “reform”, getting richer on public funds while slamming the door on social mobility. No one voted for this.
Unless parents, taxpayers and union leaders wise up and vote corrupt politicians out of Congress, state legislatures and school boards, the billionaires will succeed in destroying public education, the foundation of our healthy democracy.
Their goal is to sell Competency Based Education (CBE) that replaces teachers with Chromebooks, learning management systems and instantaneous assessments. Of course, none of these methods are supported by any empirical evidence, just billionaires pushing their weight around through for-profit, nonprofit and dark money schemes. My latest school board testimony explains the latest SBAC results for Salem-Keizer (starts at 1:28:00).
What other methods are being implemented without our consent?
Grading systems are changing nationwide without input from parents, taxpayers or teachers. At my daughter’s school, a student will pass 8th-grade science by completing 20% of the course work. When I asked my principal, school board and legislators, I was told that this is the “new way” and eventually high schools and higher ed will “get in line”.
We need leaders to stand up against this. This table includes Salem-Keizer SBAC failure rates (more than 50% of student group population fail to meet or exceed requirements) for different school groups in the past two years. Negative percent changes indicate that the achievement gap is widening.
|Student Group||Subject||#students 2014||%failing||#students 2015||%failing||%change|
|American Indian/Alaskan Native||English Language Arts||92||53.1||84||55.1||-2|
|American Indian/Alaskan Native||Mathematics||63||67.7||49||73.9||-6.2|
|Black/African American||English Language Arts||90||61||88||62.4||-1.4|
|Econo. Disadvantaged||English Language Arts||6055||59.4||6380||58.8||.6|
|Hispanic/Latino||English Language Arts||3034||64.1||3027||63.2||.9|
|Indian Education||English Language Arts||201||53.7||201||52.3||1.4|
|Limited English Proficient (LEP)||English Language Arts||468||87.7||519||86.9||.8|
|Limited English Proficient (LEP)||Mathematics||437||88.4||452||88.6||-.2|
|Migrant Education||English Language Arts||276||71.6||297||71.4||.2|
|Pacific Islander||English Language Arts||137||69.6||148||67.3||2.3|
|Students with Disabilities (SWD)||English Language Arts||661||81.9||763||80.6||1.3|
|Students with Disabilities (SWD)||Mathematics||449||87.6||511||86.9||.7|
|SWD with Accommodations||English Language Arts||109||85.4||142||88.9||-3.5|