These Seattle Teachers Boycotted Standardized Testing — and Sparked a Nationwide Movement

  • submit to reddit

This post first appeared at Yes! Magazine.

Kris McBride, Garfield's academic dean and testing coordinator, at left, and Jesse Hagopian, Garfield history teacher and a leader of the school's historic test boycott. (Photo by Betty Udesen.)

Kris McBride, Garfield's academic dean and testing coordinator, at left, and Jesse Hagopian, Garfield history teacher and a leader of the school's historic test boycott. (Photo by Betty Udesen.)

Life felt eerie for teachers at Seattle’s Garfield High in the days following their unanimous declaration of rebellion last winter against standardized testing. Their historic press conference, held on a Thursday, had captured the attention of national TV and print media. But by midday Monday, they still hadn’t heard a word from their own school district’s leadership.

Then an email from Superintendent José Banda hit their in-boxes. Compared with a starker threat issued a week later, with warnings of 10-day unpaid suspensions, this note was softly worded. But its message was clear: a teacher boycott of the district’s most-hated test — the MAP, short for Measures of Academic Progress — was intolerable.

Jittery teachers had little time to digest the implications before the lunch bell sounded, accompanied by an announcement over the intercom: a Florida teacher had ordered them a stack of hot pizzas, as a gesture of solidarity.

“It was a powerful moment,” said history teacher Jesse Hagopian, a boycott leader. “That’s when we realized this wasn’t just a fight at Garfield; this was something going on across the nation. If we back down, we’re not just backing away from a fight for us. It’s something that educators all over see as their struggle too. I think a lot of teachers steeled their resolve, that we had to continue.”

Parents, students and teachers all over the country soon would join the “Education Spring” revolt. As the number of government-mandated tests multiplies, anger is mounting over wasted school hours, “teaching to the test,” a shrinking focus on the arts, demoralized students and perceptions that teachers are being unjustly blamed for deeply rooted socioeconomic problems.

“You’re seeing a tremendous backlash,” said Carol Burris, award-winning principal of South Side High School in New York City and an education blogger for The Washington Post. “People are on overload. They are angry at the way data and testing are being used to disrupt education.”

Last spring, New York became the first major state to implement Common Core State Standards testing, a key element of the Obama administration’s Race to the Top initiative. Burris has compiled data showing a dramatic increase in the time children and teens spend taking New York state tests. Fifth-graders are the hardest-hit, with testing time ballooning from 170 minutes in 2010 to 540 minutes in 2013.

Mark Naison, a professor at Fordham University in New York City, estimates that parents of about 10,000 students across the state joined the “opt-out” movement in April, refusing to submit their youth to Common Core tests. “Probably the largest test revolt in modern American history,” he said.

Inspired by New York’s grassroots revolution, Naison co-founded the Badass Teachers Association (BAT), which by mid-January had 36,443 members and chapters in all 50 states. Florida has the largest representation, with more than 1,575 BAT teachers.

“It takes a lot of courage to speak out. This group says, ‘You’re not alone.’ If we stand up for one another, we can speak back,” Naison said. “We have brilliant people who know how to create websites, fan pages, a YouTube channel. We’ve got this amazingly flexible organization.”

Secretary of Education Arne Duncan gave the opt-out movement a public-relations gift in November, when he labeled the emerging bloc of mainstream opponents to Common Core testing “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.”

Duncan previously had blamed Tea Party extremists for Common Core’s bad rap. And indeed, conservative Republicans are among the program’s greatest critics. They see an alarming federal usurpation of control over local schools and are deeply suspicious of standardized curriculum requirements that they fear promote a liberal agenda.

But on this issue, they’re joined by progressive Democrats — including the BAT contingent — who are outraged that teachers and schools might be blamed and punished for low test scores. Multiple-choice tests on a handful of subjects can’t measure a teacher’s impact on students’ lives or provide meaningful insights into student learning, they say.

“Instead of dealing with issues of poverty, racially isolated schooling, a lack of social services in communities, this [policy] is built on test scores,” said Burris.

Or, as BAT co-founder Priscilla Sanstead says in her Twitter banner: “Rating a teacher in a school with high poverty based on their student test data is like rating a dentist who works in Candyland based on their patient tooth decay data.”

How did we get here?

David Labaree, a professor at the Stanford Graduate School of Education, traces the federal government’s creeping control over classrooms back to the Cold War era, when the Sputnik launch triggered the Space Race. In the ’70s and ’80s, fears that the Russians were getting ahead of the United States gave way to worries about the Japanese and Germans. Now it’s the Chinese, he said.

The ’70s marked the first time “high stakes” tests began to emerge, with impacts on grade promotions and graduation requirements, Labaree said. Until then, teachers had a great deal of autonomy over textbook selection and classroom practices; schools were considered successful if graduates found jobs and social mobility was taking place.

The standards movement promoted a narrow emphasis on academic curricula — mostly math and English, plus some science and social studies — as a key element of the US race for economic and political supremacy in the international arena, he said. The modern trend toward “high stakes” tests, which can carry significant impacts on teachers’ careers, has profoundly changed what is — and isn’t — taught.

“It broke down the classroom door,” Labaree said. “It puts a huge pressure on teachers to toe the line and start teaching to the test. It’s changed the nature of a teacher’s work in a way that’s quite devastating. ‘Look, I’m part of a machinery here to raise test scores. I’m not really a teacher any more, I’m just an efficient delivery system of human capital skills.’ That’s the new language.”

Race to the Top

The “accountability” movement got a big boost in 2002, when President George W. Bush signed the No Child Left Behind Act. For the first time, all public schools receiving federal funding were required to test students every year in grades three through eight, plus once during high school, using standardized state tests in math and reading.

President Barack Obama and Secretary Duncan unveiled the Race to the Top contest in 2009. To be eligible for a share of the program’s $4.35 billion in grants, states were required to adopt the Common Core standards for math and language arts. Forty-five states and the District of Columbia fully signed up. Texas, Virginia, Alaska and Nebraska declined any participation. Minnesota partially joined, rejecting the math standards.

Among the requirements: using test results to evaluate teachers.

Now many states are rethinking their commitment to Common Core. Eight states have reversed, suspended, or significantly delayed implementation. Legislatures in other states continue to debate the issues.

Some states are backing out because of technology issues. Oklahoma, for instance, found that just one in five schools had enough Internet bandwidth and computers to administer the tests, a state official told Education Weekly. And the state projected that classroom time devoted to taking the tests would jump from two or three hours to nine hours.

Seattle’s Garfield High teachers cite similar technology issues in their litany of testing complaints. The MAP test, for instance, forced the closure of all three Garfield computer labs for four months of each school year.

Seattle teachers’ contracts allow MAP results to be used in their evaluations, even though an official from the company that created the test has expressed concerns about the appropriateness of such use. The school district administration says teacher evaluations do not currently include MAP scores.

Garfield’s testing coordinator, Kris McBride, planted the seeds of revolution in December 2012 when she told frustrated remedial-reading teacher Mallory Clarke, “You can refuse to give the test!” The two women first sought — and won — support from the language arts and math departments, then asked for the backing of the entire teaching staff. With a few abstentions, Garfield teachers unanimously voted to support a boycott of the January-February cycle of MAP tests. “This was the crux: It was just immoral to rob the students of that [classroom] time,” Clarke said. “The feeling in the building was just simmering under the surface, waiting for something to do about it.”

Garfield teachers sent Banda’s office multiple letters, emails and voicemails after their December vote, with no response, McBride said. So on Jan. 10, 2013, they staged their press conference.

Support for the boycott

The national ripples were immediate.

“Bravo to the teachers of Garfield High. We support you and thank you for your courageous stand,” wrote Jane Maisel, a leader of the anti-testing group Change the Stakes, in an email to Hagopian.

A Feb. 6 National Day of Action in support of Garfield teachers inspired rallies across the country. In Chicago, for instance, parents at 37 schools gathered signatures on anti-testing petitions. Banda’s office was “bombarded” with emails, Hagopian said.

An International Day of Action on May Day brought support from teachers and parents in Japan, Australia and the United Kingdom, he said.

In the weeks and months following the Garfield declaration, teachers at six other Seattle schools joined the MAP boycott. When Banda’s office ordered school administrators to give the test anyway, local families added power to the revolt, with about 600 students opting out of the winter tests.

Banda convened a task force to study the issue, and in May he announced a partial reversal of district policy: MAP testing now is optional for the district’s high schools. Despite the early threat of 10-day unpaid suspensions, no teachers have been punished for refusing to administer the MAP.

“This wasn’t just a victory against one test,” Hagopian said. “This was a victory for a key concept: that teachers should be consulted about issues like testing and what kinds of learning are best for our students — before districts go to high-paid consultants and billionaires for solutions.” (In January, Hagopian announced he was running for president of the Seattle teachers union to build on that victory.)

Meanwhile, Education Spring was busting out across the country, with rallies, marches, test boycotts and teach-ins. The most dramatic: an estimated 10,000-plus educators and parents from all over New York converged at the state capitol in Albany for a June 8 “One Voice United” demonstration.

Hagopian has been sought out by schools and local unions across the country; he has traveled from Hawaii to Florida telling the Garfield story and helping other educators resist standardized tests.

More effective assessment

During his travels, Hagopian learned of the New York Performance Standards Consortium, a coalition of 28 high schools across the state. Coalition schools track student progress with performance-based assessments. Rather than take standardized tests, students do in-depth research and papers; learn to think, problem-solve and critique; and orally present their projects. He says this approach not only provides more effective student assessment, but also emphasizes critical-thinking skills over rote learning.

Last fall, two Garfield teachers and principal Ted Howard visited consortium schools at the Julia Richman Education Complex, in Manhattan, and returned inspired.

Successful students have a true joy for learning, Howard said, which the modern focus on testing has stripped from classrooms. Consortium schools support teaching as an “art form,” he said, rather than a robotic exercise to raise test scores.

“We’re dealing with human beings and human behavior, and sometimes that’s not quantifiable,” Howard said. “Students [at consortium schools] are saying, ‘Hey, I really want to be here.’”

In February he plans to send two more teachers to New York to visit another, larger consortium high school.

“I got into education for the long haul,” Howard said. “Hopefully, we can get together to change education, to make it better. It won’t change overnight, so we have to stick with it. We speak for students who don’t have a voice, so we have to hang in there.”

Next fall, Washington will be among many states launching the Common Core standards and tests. Opt-out activists across the nation predict that a second, even more vibrant Education Spring is nigh.

“It’s gonna to be huge,” said BAT’s Naison. “I wouldn’t be surprised if it’s 100,000 [students opting out] in New York next spring.” He also predicts significant uprisings in California, Florida, Illinois and perhaps Texas.

Now he’s planning an epic March on Washington — an upbeat three-day event culminating with a July 28 march to the US Department of Education.

“It’s going to be a very festive,” he said, with flash mobs, plays, songs and a band. “Imagine 10,000 teachers, parents and kids — some in costumes, some playing instruments, with huge banners — demanding that teacher and student creativity be unleashed.”

“It’s going to be the party of the year,” Naison said. “It’s to celebrate what teaching and learning can be, and to shame the people who are taking the fun and creativity out of it.”

Diane Brooks wrote this article for Education Uprising, the Spring 2014 issue of YES! Magazine. Diane is a journalist and communications consultant.  She was a newspaper reporter for many years in Seattle and the San Francisco Bay Area, and now lives in Everett, Wash.
  • submit to reddit

BillMoyers.com encourages conversation and debate around issues, events and ideas related to content on Moyers & Company and the BillMoyers.com website.

  • The editorial staff reserves the right to take down comments it deems inappropriate.
  • Profanity, personal attacks, hate speech, off-topic posts, advertisements and spam will not be tolerated.
  • Do not intentionally make false or misleading statements, impersonate someone else, break the law, or condone or encourage unlawful activity.

If your comments consistently or intentionally make this community a less civil and enjoyable place to be, you and your comments will be excluded from it.

We need your help with this. If you feel a post is not in line with the comment policy, please flag it so that we can take a look. Comments and questions about our policy are welcome. Please send an email to info@moyersmedia.com

Find out more about BillMoyers.com's privacy policy and terms of service.

  • Casey Dorman

    The national testing movement appears to have been implemented with a heavy hand, especially the connection between teacher and school evaluations and consequent promotions, firings, etc. based upon test scores. However, the testing movement was in response to the poor showings of American school children relative to those in the rest of the world. It doesn’t seem to me that one can conduct an intervention in children’s lives (and that’s what school is) without some assessment of how well it is working relative to some agreed upon standard. What to do with the results are another matter and using them as consequences to bludgeon teachers or principals is surely not the answer. I am not terribly worried about what is being “sacrificed” for test focus or preparation as there is a lot of time during the school day, which at the high school level is remarkably short in many schools today, relative to my day. I also think the argument that standardized tests, which usually means multiple-choice tests, take away the emphasis upon ‘critical thinking” and replace it with rote learning. Most of the suggestions and programs for teaching or testing critical thinking have no evidence behind them. The whole method of assessment of the product of our schools needs to be rethought.

  • Anonymous

    New York state has had standardized final exams for high school subjects since the the late 1870′s. The exams I took in the late 1960′s were much easier than the one’s my father took in the 1930′s
    Interestingly, this revolt against testing has not included the standardized.Advanced Placement Exams.

  • Anonymous

    “I am not terribly worried about what is being “sacrificed” for test
    focus or preparation as there is a lot of time during the school day,”

    No, there really isn’t.

  • Anonymous

    My two kids graduated from Garfield High. As they explained it, the MAP test was a poorly executed test. The intent of the test was to measure a student’s knowledge by asking the student progressively more difficult questions. However as there being no consequences to either performing well or poorly, students learned quite quickly to “game” the test. Some would simply answer questions randomly to complete the test as quickly as possible. Others would miss the first few questions deliberately because they would then have easier questions to answer. Teachers were fed up because it disrupted the school year schedule and kept kids from using the computer lab. The kids that were hurt the most weren’t the high performing students because most of them had access to computers at home. Ironically, the struggling kids that come from economically disadvantaged homes were impacted the most because they lost access to the computer lab.

  • NotARedneck

    When I was in school, decades ago, there was a math test administered nationally to grade 11, to evaluate the country wide state of math education. It had no bearing on one’s final grade – not that most students at my school cared much about grades then – jobs were plentiful and many left the day they turned 16. Some schools were very competitive about this test, however.

    A bunch of my class had a bet to see who could get the lowest mark! There was one Indian, high IQ type who I used to play chess with, but partied a lot. He “won” the bet.

    The next year, the school asked to not be included.

    Basically, until education means something in a student’s life, getting them to excel is nearly impossible. The fact is, education means little in getting most jobs. Unfortunately, it is who you know, what you look like, can you fake the necessary credentials (or buy them like George (Dubya) Bush) and bamboozle the interviewer. Sad but in my extensive experience, VERY true.

  • NotARedneck

    “The exams I took in the late 1960′s were much easier than the one’s my father took in the 1930′s”

    Fewer spots in college then.

  • NotARedneck

    Testing is important – to evaluate student’s progress, especially in the early grades, so that remedial action can be undertaken. Annual testing is inadequate. Weekly at least is adequate.

    Testing is not effective in evaluating teachers, schools or evaluating overall use of the material taught.

    A good educational system gets the students to understand the fundamentals and THEN to use them in higher level situations. This latter component is lacking in most American schools.

    Countries that have superior output from their educational system have graduates who can use what they learned in the real world. Typically, in North America, the question asked by students is: “When will I ever use this!?” Very sad but what you would expect in a country in decline.

  • http://joewatchestv.blogspot.com/ @JoeWatchesTV

    South Side High School is not in New York City, it’s on Long Island in Rockville Centre, NY.

  • Anonymous

    Good catch, RVC is five miles from NYC

  • Anonymous

    But #1 Finland that the US is aiming to emulate doesn’t test at all until the end of middle school!

  • Anonymous

    Andrew Cuomo’s reaction?
    Cut funding for the Regents exams: English, Foreign Language (German, French, Spanish, Italian, Hebrew, Japanese), slash January administrations.
    The seed cost of the June administration of the Foreign Language Regents? $150,000. Chump change in NYS’ $152 BILLION budget.

    Interestingly, the colleges are starting to refuse AP credits. The first was Fordham, now a student just told me Columbia University has denied college credit for AP courses.

    The Regents were credible and had over 100 years of history, Cuomo’s administration has seen a full assault on what worked.

  • Tricia Griegel

    There is much merit to early curriculum baed assessments to guide instruction. High stakes tests such as state ones are useless. At the earlier grades, MAP testing can be very useful particularly in helping to look at school wide data. We use those scores to evaluate our teaching as well as the kids. HelPs us to look at weaknesses in curriculum!

    Later test scores are generally not valued by the students. It is more important to look at kids historically once they get to those grades. Look at their progress over the years. People want to skip assessments but they absolutely have a solid place. There are good things that have come out of this movement and while I hate the state tests and even MAP testing or other types like this they have helped to push underperforming schools to support struggling students. I see many good things from assessment but they should be focused and appropriate.

  • TRM

    Students CHOOSE whether or not to take an AP class and consequently the AP Exam connected to that class. They opt out of those when they choose not to take the class. Then if they do take the class, they can miss the test and not take it and they lose weighted grading plus the opportunity for college credit. If they don’t take an End of Course standardized test, they don’t get credit for the class…Much higher stakes.

  • Michael Silvia

    High Stakes Testing = Weapon Against Teacher Unions

  • http://www.barbarakovacs.com Barbara Kovacs

    As a former teacher in Florida, I sympathize with teachers struggling with standardized testing. I was a middle school math teacher and lost my job because of one year of low test scores. I didn’t lose my job immediately because I had three years of teaching behind me. Instead, I was documented, micromanaged, provided with assistance, and terrorized on a daily basis. They tried to place me on a professional disciplinary plan, but I resigned before it got to that point. All in all, the experience was so horrendous, I decided to write a book, detailing my struggles as well as the struggles of other teachers I knew. My book, “Chalkboard Jungle”, is an expose and quite vicious at times, but all true. I encourage everyone to read it, especially those considering a career in education. Maybe if people understood what teachers went through, change would finally come about. Check out my book’s website http://www.barbarakovacs.com and read an excerpt for free!