Deeper knowledge — great. Higher-order thinking — fine. But tests that force students to muddle through reading passages that are well over their grade level and answer poorly constructed comprehension questions are unfair. Gifted students feel like failures, average learners are frustrated and discouraged, and the lowest performers and students with special needs have no idea what the text says. Tying school and teacher evaluations to these tests and their scores is pure insanity. I’ve worked for the New York City Department of Education for 16 years and morale has never been lower. I hope for a brighter and fairer future, one that is very near. This may be my only chance at lasting 18 more years in this system.

Amanda Lynn Woehrle, PS 3, Brooklyn
(via Facebook)
 

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Every teacher I talk to says the same thing: If the pressure of Common Core and state standards were not there, our kids would learn so much more and would actually perform better. Teachers would finally start being treated as the professionals they are. I pray that I get to see the day when I won’t have to prepare my special education students for a test that we all know they don’t stand a chance to do well on, no matter what curriculum we use or how we attempt to differentiate our instruction. It’s time to stop punishing our kids for their disabilities and time to start to truly educate them with people who truly care and know what’s best for them — their teachers.

Ewelina Czwakiel, PS 13, Queens
(via Facebook)
 

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Funds must be provided to overhaul the curriculum and teachers must have input, the tests must be transparent and not tied to teacher evaluations, and the standards must be meaningful and not age-inappropriate.

Brian Barrey Jr., Buffalo Teachers Federation delegate chair, Hutchinson Technical HS, Buffalo
(via Facebook)