Ohioans have made great progress in the past two years
pushing back against an exhaustive amount of state testing mandated by the
federal government; in particular due to the passage of No Child Left Behind
(2002). Research clearly demonstrates that increasing time spent on testing
forces teachers and students to sacrifice precious instructional time and dramatically
narrows the curriculum (Wright, 2002; Ysseldyke, Nelson, Christenson, Johnson, Dennis,
Triezenberg, & Hawes, 2004). Among the gains made in Ohio
includes the homegrown development of rigorous new learning standards that
promote college and career readiness. Educators, parents, professors, and stake
holders from across the state have worked hard to create strong local standards
for Ohio’s youth. These local standards, adopted by our State Board of
Education, serve as a blueprint for new high quality performance assessments that
are administered at different intervals in schools.
Ohio’ civics standards and its accompanying assessments,
through the hard work of local educators and the broader state community, are
amongst the best in the nation. While this hasn’t always been the case,
numerous standard and assessment revisions and updates have significantly enhanced
our state’s ability to prepare the next wave of informed and active citizens. All of Ohio's youth are required to complete 1/2 unit of coursework in American Government. Our
new state standards in American Government and its aligned performance-based
assessments should be a source of local pride and distinction (much like our
local NBA superstar LeBron James). Previous versions of our state’s American
Government standards and its aligned assessments were poorly designed, limited
in scope, lacked rigor, and fostered low-level/ superficial thinking. While
these previous standards were initially drafted and adopted with great hope and
anticipation, they never really got the job done or panned out (much like my
beloved Cleveland Brown’s experience with their late quarterback Johnny
Manziel).
I draw this comparison between LeBron and Johnny because
recent events in Columbus could possible force our state to exchange its
rigorous, relevant, college and career ready civic standards and accompanying
assessments (i.e. LeBron James) for a low-level, superficial national
assessment that is not aligned to Ohio’s local civic standards (i.e. Johnny
Manziel). Recently, co-sponsors Representative Kyle Koehler (R-79) and Representative
Al Landis (R-98) introduced House Bill 544 which would replace Ohio’s American
Government End of Course and Performance-Based Exam with a low level 100
multiple-choice U.S. Immigration and Naturalization Test. The Civics Education Initiative, supported by
the right leaning, Arizona based Joe Foss Institute has been peddling the
adoption of the U.S. Immigration and Naturalization Test, the same test
required for immigrants applying for U.S. citizenship, for high school
graduation to eighteen other states, with mixed results.
Additional tests, especially, those that promote
low-level/superficial knowledge, steal quality instructional time away from teachers
implementing Ohio’s strong civic standards which promote real-world civic
engagement and community service. Ohio’s Learning Standards in American
Government are centered on helping students understand how the American people
govern themselves at the national, state, and local levels of government. Outside of understanding basic principles of
U.S. Government and other founding documents, these standards call Ohio’s youth
into action in order to engage in societal problems and participate in local
government. Furthermore, students learn how the Ohio Constitution (1851)
complements and interacts with the federal structure of government. Ohio’s youth
learn how to engage in and make their voices heard in state government and in
their communities.
The US Citizenship Test is by far the low bar, as it fails
to be aligned with Ohio’s civic learning standards. I believe our youth, its
schools, and our beloved Ohio deserve better. Our students deserve high quality,
rigorous, and locally developed performance-based assessments (like those that have
been piloted and tested for validity which are in-place). Ohio’s civic
assessments and standards expose students to local and state government,
instill local civic participation, and promote successful readiness for college,
career, and civic life. Let’s hold onto and take pride in our LeBron James
rookie card, a local hero and smart investment, and distance ourselves from those pitching us the Johnny Manziel
card.
I encourage everyone to see this for themselves by comparing
the two tests below. Which one is best aligned to Ohio’s American Government
Standards? Which one demands critical thinking and the analysis of primary
sources and founding documents?
- US Immigration & Naturalization Exam: http://civicseducationinitiative.org/take-the-test/
- Ohio’s American Govt. Exam
- EOC Section
- PBA Section
Wright, W. E. (2002, June 5). The effects of high stakes
testing in an inner-city elementary school: The curriculum, the teachers, and
the English language learners. Current Issues in Education, 5(5).
Ysseldyke, J., Nelson, J., Christenson, S., Johnson, D.,
Dennis, A., Triezenberg, H., Hawes, M. (2004). What We Know and Need to Know
About the Consequences of High-Stakes Testing for Students With Disabilities.
Council for Exceptional Children, 71(1), 75-94. Retrieved at http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1622
