In a recent Wall Street Journal article, Test Scores May Move, Learning Doesn’t,  both New York and Kentucky students failed a newly designed assessment based on the National Governors Association of Chief State Officers Common Core Standards.

Deputy Commissioner for Curriculum, Assessment, and Educational Technology at the New York State Education Department Wagner revealed that only 35% of New York students graduate from high school. Within that 35%, a very small number of Black students graduate from high school.

Many Black students who do not graduate are the victims of racism in education. Test makers believe that they can level the playing field for all students. It does not matter which test, textbook, core curriculum standards, technology, or instructional materials. Neither of these items will make the difference in the graduation rates for Black students unless we eliminate racism in education, which comes in the form of classroom racism.

Classroom racism can only reduce racism in education through a process. The process involves allowing White teachers an opportunity to transform their thinking regarding Black students. This places the teacher in a position that eludes the defensive routines that make it impossible to eliminate racism in education.

If test makers really want to make a difference, stop participating in a perpetual tradition of racism in education and make a difference in the lives of all students.

Related Articles:

Kansas won’t release any scores from statewide math, reading tests after problems with exams

Test Scores Are No Sure Guide to What Students Know

Teachers Union’s Mixed Messages On Common Core Shows Weakness in Political Agenda

Dr. Derrick L. Campbell, Ed.D.
PO Box 1668 Blackwood, NJ 08012

Published Book – Promoting Positive Racial Teacher Student Classroom Relationships

“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools” ~ Darrell Pope ~ Hutchinson Kansas NAACP President

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