Assessments work when the results from them are used to evaluate the tools that worked, and the resources that are lacking. Unfortunately, many public schools train students to be test takers and not analytical thinkers, not to mention the fact that many of these tests are watered down. Merryl Tisch points out in the NYTimes article that 74% of the city’s students need remedial English and math classes when they enter C.U.N.Y. schools. Where does the breakdown happen and why doesn’t the knowledge and skills used to pass these tests transfer when kids reach the upper grades? What do these exams really prove?
While an improvement in test scores is something to smile about, it doesn’t mean that mayoral control helped and shouldn’t be used as a example that mayoral control works. Mayoral control needs to be less about treating students/schools like a company and more like future citizens of society. Educators, not businessmen and lawyers, need to be in control of the city’s schools.
“New York City Shows Gains in Math” in New York Times on June 1, 2009
“New York City students ace state math exams, but officals say ‘no reason to celebrate’” in New York Daily News on June 1, 2009