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Blog: FCAR
Speakout
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Escambia Parent's Letter
to DOE Creates Vivid Picture of Impact of FCAT on Family
Dear Ms. Abbott,
Thank you again for taking the time to speak with me. I have written many
letters to members of the Florida Legislature, the Governor, the Education
Commissioner, the Escambia County School Board regarding the pressure and
anxiety caused by the FCAT and the consequences of poor performance and my
troubles with the current voucher system.
One of the few responses I received was from [state rep.] Dave Murzin, who
offered statistics on how many kids had taken the FCAT, then stated: "The FCAT
is not going away, parents want a performance measure and standardized testing
is the only true way to accomplish that. Students feel the pressure from
teachers because of the money the teachers will make from improving the scores.
I support standardized testing and there is unfortunately no way to diminish the
feelings of individual teachers toward a bonus."
Subsequent responses from him have been far more condescending. (I'd still like
to see him take the FCAT and have the results published in the media or proctor
in a third-grade classroom and have kids cry and throw up on him.) The folks
making these decisions are too far removed from the children they effect to see
what is happening - I am still trying to gain an audience with the Governor.
I have so much to say, but will do my best to present this information as
concisely and in as organized a manner as possible.
Of the utmost concern to me is my 11-year old son and the direct consequences
that FCAT testing and its ramifications have had on him. He has been in ESE with
an IEP since second grade for a learning disability that has to do with visual
processing and his reading ability, which is not consistent with his high IQ. He
also deals with an inability to focus well on tasks - doctors, psychologists and
teachers are in disagreement as to whether it is attention deficit or resultant
of his disability and fear of failure, but all agree it is there.
In third grade, he failed the FCAT, then missed the summer school test by two
points and he was retained. He was given the accommodations of an alternate
setting and additional time, but to a child who has trouble focusing and
struggles with reading comprehension, that just meant he had fewer people to
look at and more time to do it. I still don't see where the "fair measure" of
his ability was ever determined through this test.
I fought and fussed and he was eventually promoted about two weeks into the
school year. He is in fifth grade now and continues to struggle, but is making
progress (according to the MP on his report card.) We hired a private tutor for
$20.00 a week when he was in first grade and she stayed with him through fourth
grade, then we enrolled him in Sylvan - at great expense (about $5000.00 for six
months!) - but could not afford to continue that program.
I have elected to home school him next year. His ESE teacher has commented on
more than one occasion that middle school will "Eat him alive." We are eligible
for the McKay scholarship, with our options being public school, Montessori or
Parochial schools. The middle school he would attend is already one of the best
around, the director of Montessori felt that the lack of structure would be
detrimental to him and we had bad experience with Catholic school with my older
son and don't feel that the other religious schools would be in line with our
belief system - and it is questionable as to whether they are any better than
public schools when it comes to the education they offer. Which brings us back
to home school, which will result in more out-of-pocket expense for us as I've
been advised that vouchers don't cover it.
His teachers are frustrated, his dad and I are frustrated and he is frustrated.
Last year he had so much homework because classroom time was spent taking
practice tests and learning to fill in the dots that he came home from school at
two and worked until bedtime. The whole debacle has left my son feeling he is
stupid and that it is not worth trying anymore. Not only has my son been left
behind, but kicked when he is down.
Next we have a daughter, who is almost 13. She is an "A" or an "A/B" student who
breaks out in hives, can't sleep and suffers a great deal of anxiety (lots of
tears and worry) during the FCAT. This pressure does not come from home, but the
constant reminders over the loudspeaker as to how important this test is and how
they should get a good night's sleep and eat a good breakfast and take it all
very seriously. This in addition to surviving middle school and all of the
social changes it brings and the weird things that happen to you at that age!
Despite her grades, she classically performs poorly on standardized tests. When
she began fifth grade, she was placed in remedial reading because of her FCAT
scores and could earn no higher than a "C" in her reading class (that may have
changed since, but frankly, that makes no sense!) After talking with her
teacher, we moved her back to a regular reading class and she finished the year
on "A" honor roll. She is currently in 7th grade and remains an "A" student.
I should add that we also have a 17-year-old son who performs at an average to
above-average level in his honors classes (except for calculus, that one is a
booger!), and knocks it out of the park on HIS standardized tests (he always
makes 5.5 or 6 on his writing test and hangs in the 90th percentile on the other
portion.)
I point this out to show that in just one household, children test differently.
Now, to look at it on the greater scale of all the children within one school,
one district, one state and to attempt to utilize this criteria to say that what
works for one should work for all is in complete opposition to what NCLB is
supposed to accomplish. Every child does not have the same style of learning,
nor can they be expected to test the same amongst themselves or on a given day.
But we give them one shot at the age of eight or nine to pass or they face the
consequences. This pressure does away with the concept of a "fair measure."
The question of WHO is putting the pressure on is comparable to the chicken/egg
debate. The few legislators who have acknowledged me have blamed partisan
politics or told me they had heard from other parents with similar concerns, but
couldn't do anything - and then there is Dave Murzin who blames parents and
teachers. Teachers blame administrators who blame legislators and the parents
don't care, they just want it to stop! But no one has offered any thoughts on
changing it. Doesn't anyone consider that perhaps it is the WAY we present and
use this test that is causing the problem. If administrators and teachers who
are in need of money for their families or the school know that they will
receive it based on how well little children perform on one test, can you blame
them for wanting the kids to do well? As a parent, I just want my children to
enjoy learning. I don't want them to feel like it is "do or die" at eight or
twelve or even sixteen!!
Which brings me to mention of our last child, who is now three. If this is what
we have to look forward to, I may wind up keeping her home as well - and believe
me, I'd REALLY like to send her to school.
This is the experience of one parent - many parents, my peers on the PTAs and
SACs that I have served with over the years, as well as teachers, have their own
FCAT nightmares to relate, but feel that there is little that can be done or are
afraid to say anything. Of hundreds that I have talked with, perhaps one or two
have no beef with the current system. So I have taken it upon myself to be a
voice for these frustrated folks - at the expense of housework and laundry - to
at least try to catch the right ear at the right time to see about implementing
some changes. Nothing gets done by doing nothing as I see it.
If you or Ms. Orr or Ms. Skandera can offer me some advice, can share this
letter with the "right" person, or ever has dinner with the governor - I am
willing to do what I can to present some suggestions, share letters or
conversations from parents and students, talk to the decision makers. This has
taken a great toll on my family and my friends' families already. Lets make some
changes.
Again, I thank you for your time.
Best Regards,
Lara McKnight
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