What would Abigail Adams do? Sign the petition to stop the History MCAS!
Thanks to the hundreds who have signed the CPS petition to stop the History MCAS from being reinstated. If you haven’t had a chance, it’s still not too late to join them by clicking here. Here are just a few of the many thoughtful and persuasive statements left by those who have already signed:
“I have been a public HS History and Psychology teacher for 20 years. I have participated in construction of the frameworks and many initiatives designed to address the achievement gap. I am opposed to high stakes MCAS tests because they exacerbate the achievement gap. I have worked with numerous students from disadvantaged and at risk populations who were adversely affected by high stakes testing. Given the financial crisis and increased and important demands on students and staff (anti-bullying programs to fulfill new legislation for one), it is counterproductive to add another high stakes exam at this time.”
–Lori Hodin
“I received a wonderful education in history and social studies in the Massachusetts public schools (Lincoln-Sudbury Regional High School). I was inspired by the material I was exposed to in high school to pursue a career producing educational programs for public television. If my teachers had been teaching to a test there is no way I would have been so inspired.”
—Robin Espinola
“A high stakes social studies test will not enhance the learning process one bit– instead it will serve to discourage intellectual curiosity and critical thinking skills that children are so important in a democratic society. We need to educate all of our children.”
—Ann Langone
“Stop the madness. These high stakes tests are doing so much more harm than good. We have lost sight of all that makes for a healthy education such as creative writing, poetry, exploring the natural world. Stop punishing our students. Let teachers go back to teaching.”
—Chandler P. Creedon Jr., School Psychologist
“Please do not add more standardized tests that do nothing for the students and everything for the companies that publish and score them.”
—Michael Sugerman, Archaeologist
“Expenditures on testing are criminal. Do we need to challenge these on a legal basis? There is no space for social justice with narrow tests. They eliminate diversity in the curriculum and in learning styles. They are a big part of why schools are reproducing the gaps and inequities that they were designed to alleviate.”
—Elizabeth L. Krause, Professor
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