Lawsuit for Elected, Representative School Board
March 14, 2014
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TSJ Letter of Support for Teachers at Saucedo and Drummond who are Boycotting the ISAT
March 3, 2014
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| (Saucedo rally - photo by Greg Goodman) |
February 28, 2014
To the teachers at Saucedo Elementary and Drummond
Elementary schools,
Teachers for Social Justice fully supports your decision to
refuse to administer the 2014 ISAT test to your students. Thank you for taking
this important step to protect your students from a week of testing that does
not benefit them and does not allow teachers to teach. Your decision is a
courageous one in the face of threats from the CEO of CPS that your jobs and
your teaching certification may be at risk. By refusing to administer yet
another standardized test you are saying “no” to the idea that a test written
by a company far from the classroom can assess your students in a meaningful
way.
Teachers are in a unique position to understand the damage
that overuse and misuse of standardized testing can do to students. Research
has shown that high stakes standardized tests narrow the curriculum; increase
stress levels for teachers, parents and students, and drive many teachers from
the profession. These tests make school less engaging and less relevant to
students’ lives.
CPS has announced that this year the ISAT test has no impact
on students’ grade promotion or admission into selective programs. The ISAT is
no longer part of the “school performance policy” nor will it be used to
evaluate teachers. CPS’s claim that the ISAT is aligned to Common Core standards
is dubious at best since the PARCC exam, which is being designed to measure
performance on those standards, has been years in the making and has yet to be
released. The ISAT will not help teachers understand their students or improve
instruction for them. Because CPS has not provided any valid reason to give
this test hundreds of parents have opted their children out of this test. We
applaud your decision to support your students and the teaching profession in
this way.
Thank you for taking a stand against the misuse and overuse of
standardized tests. Thank you for risking your jobs to give your students the
education they deserve.
In Solidarity,
Teachers for Social Justice
Read the Full Story
SUPPORT GROWS! 200 University faculties support parents & teachers at Saucedo & Drummonds schools!
 |
| (Parents and teachers at Saucedo rally - photo by Greg Goodman) |
February 28, 2014
STATEMENT OF SUPPORT FOR CHICAGO TEACHERS REFUSING TO
ADMINISTER THE ILLINOIS STANDARD ACHIEVEMENT TEST
FROM UNIVERSITY EDUCATION FACULTY
As university faculty whose responsibilities include
preparing future educators, we support the action of teachers at the Saucedo and
Drummond elementary schools in Chicago who are refusing to administer the
Illinois Standard Achievement Test (ISAT). Over a decade of research shows that
an over emphasis on high-stakes standardized tests narrows curriculum, creates
social and emotional stress for students and families, drives committed
teachers out of the profession, and turns schools into test-prep factories with
principals forced to comply as overseers—especially in low-scoring schools. We
understand assessment as the process of gathering evidence about learning, from
multiple sources, so that teachers can better support student learning. The ISAT,
in contrast, contributes virtually nothing. CPS no longer uses the ISAT for promotion, graduation, or eligibility
for selective-enrollment schools and is phasing it out after this year. It is
not aligned with Common Core State Standards—which, regardless of how one sees
them, Illinois has already adopted—and does not help teachers improve student learning.
The pre-service teachers with whom we work are demoralized about a
future of teaching in such a test-driven atmosphere. We teach our
students—future educators—to stand up for their students, families and
communities, and to take principled stands for social justice. That's what the
Saucedo and Drummond teachers are doing. We applaud them and stand with them.
(To add your name to this list, email Gutstein@uic.edu with your name, university affiliation,
and department)
Signers:
Read the Full Story
1.
Pauline Lipman, University of Illinois at
Chicago, College of Education
2.
Rico Gutstein, University of Illinois at
Chicago, College of Education
3.
Asif Wilson, University of Illinois at Chicago,
College of Education
4.
Daniel Morales-Doyle, University of Illinois at
Chicago, College of Education
5.
Eleni Katsarou, University of Illinois at
Chicago, College of Education
6.
Arthi Rao, University of Illinois at Chicago,
College of Education
7.
Joshua Radinsky, University of Illinois at
Chicago, College of Education
8.
Irma Olmedo, University of Illinois at Chicago,
College of Education
9.
David Schaafsma, University of Illinois at
Chicago, English Department
10.
Kenneth Saltman, DePaul University, College of
Education
11.
Joel Amidon, University of Mississippi, School of Education
12.
Nicole
Marroquin, School of the Art Institute of Chicago, Department of Art Education
13.
Wayne Au
University of Washington—Bothel, Education Program; Rethinking Schools
14.
Bill Schubert, University of Illinois at
Chicago, College of Education
15.
Federico
Waitoller, University of Illinois at Chicago, College of Education
16.
David
Stovall, University of Illinois at Chicago, College of Education
17.
Danny
Martin, University of Illinois at Chicago, College of Education
18.
Ann
Aviles de Bradley, Northeastern Illinois University, Department of Educational
Inquiry and Curriculum Studies
19.
Eomailani
Kukahiko, University of Hawai’i, College of Education
20.
David
Stinson, Georgia State University, College of Education
21.
Minerva
S. Chávez, California State University, Fullerton, Department of Secondary
Education
22.
Katy
Smith, Northeastern Illinois
University, Educational Inquiry and Curriculum Studies
23.
Gail
Tang, University of La Verne, Department of Mathematics
24.
Craig
Howley, Ohio University, Patton College of Education
25.
Rodrigo
Jorge Gutiérrez, University of Maryland, College of Education
26.
Erin
Turner, University of Arizona, Department of Teaching, Learning and
Sociocultural Studies
27.
Tom Pedroni, Wayne State University, College of
Education
28.
Donna
Vukelich Selva, Edgewood College, School of Education
29.
Michelle Fine, City University of New York, The
Graduate Center
30.
Maria
McKenna, University of Notre Dame, Department of Africana Studies
31.
E. Wayne
Ross, University of British Columbia, Department of Curriculum
and Pedagogy
32.
Noah De
Lissovoy, The University of Texas at Austin, Dept. of Curriculum and
Instruction
33.
Eugenia
Vomvoridi-Ivanovic, University of South Florida, Department of Secondary
Education
34.
Bree
Picower, Montclair State University, College of Education and Human Development
35.
Beatriz
S. D'Ambrosio, Miami University, Dept. of Mathematics
36.
Celia Oyler, Teachers College, Dept. of Curriculum
and Teaching
37.
Jesse
Senechal, Virginia Commonwealth University, Metropolitan Educational Research
Consortium
38.
Ira Shor, City
University of New York, The Graduate Center
39.
Thomas
G. Edwards, Wayne State University, College of Education
40.
Christine Sleeter, California State University—Monterey
41.
Jessica
Shiller, Towson University, Dept. of Instructional Leadership and Professional
Development
42.
Deb
Palmer, University of Texas at Austin,
Department of Curriculum and Instruction
43.
Maren Aukerman, Stanford University,
Graduate School of Education
44.
Christine
Yeh, University of San Francisco, School of Education
45.
A. Lin
Goodwin, Teachers College, Columbia University
46.
Stuart
Chen-Hayes, Lehman College, School of Education
47.
Lee
Bell, Barnard College, Program in Education
48.
Diane
Horwitz, DePaul University, College of Education
49.
Gary
Anderson, New York University, Steinhardt School of Culture, Education, and Human
Development
50.
Patrick
Camangian, University of San Francisco, School of Education
51.
Antonia
Darder, Loyola Marymount University, School of Education
52.
Lesley
Bartlett, Columbia University, Teachers College
53.
Sandy Grande, Connecticut College, Education Department
54.
Michelle
Gautreaux, University of British Columbia, Dept. of Curriculum Studies
55.
Kathryn
Herr, Montclair State University
56.
Emily
Klein, Montclair State University
57.
Craig
Willey, IUPUI, Indiana University School of Education
58.
Swapna Mukhopadhyay, Portland State University,
Graduate School of Education
59.
Kiersten
Greene, State University of New York at New Paltz, School of Education
60.
Stuart
Greene, University of Notre Dame, Department of English and
Africana Studies
61.
Horace
R. Hall, DePaul University, College of Education
62.
Lois Weiner, New Jersey City University, Dept. of Elementary and Secondary Education
63.
Gustavo
E. Fischman, Arizona State University, Mary Lou Fulton Teachers College
64.
Amy
Feiker Hollenbeck, DePaul University, College of Education
65.
Rebecca
A. Goldstein, Montclair State University, College of Education and Human
Services
66.
Enora
Brown, DePaul University, College of Education
67.
Sangeeta
Kamat, University of Massachusetts—Amherst, College of Education
68.
Stephanie
Farmer, Roosevelt University, Dept. of Sociology
69.
Ron
Glass, University of California, Santa Cruz, Center for
Collaborative Research for an Equitable California
70.
Karen
Monkman, DePaul University, College of Education
71.
Lisa
Edstrom, Barnard College, Barnard Education Program
72.
Daniel
S. Friedrich, Columbia University, Teachers College
73.
Marjorie
Siegel, Columbia University, Teachers College
74.
Alan
Singer, Hofstra University, Department of Teaching, Literacy and Leadership
75.
Barbara
Winslow, Brooklyn College, Secondary Education
76.
Maria
Hantzopoulos, Vassar College, Dept. of Education
77.
Sharon
Whitton, Hofstra University, Department of Teaching, Literacy and Leadership
78.
Jim
Brown, Wayne State University, College of Education
79.
Linda
McSpadden McNeil, Rice University, Center for Education
80.
Matthew Weinstein,
University of Washington-Tacoma, Secondary Science Program
81.
Victoria
Trinder, University of Illinois at Chicago, College of Education
82.
Marie
Ann Donovan, DePaul University, College of Education
83.
Rosalyn
Baxandall, City University of New York, Labor School
84.
Amira
Proweller, DePaul University,
College of Education
85.
Judith
S. Kaufman, Hofstra University, Department of Teaching, Literacy and Leadership
86.
Gregory
Smith, Lewis & Clark College, Graduate School of Education
87.
David Forbes, Brooklyn College, School of
Education
88.
Lois Weis, University
at Buffalo, SUNY, Graduate School of Education
89.
Monica Taylor, Montclair State University,
College of Education and Human Services
90.
Norma Lopez-Reyna, University of Illinois at
Chicago, College of Education
91.
Gloria Alter, DePaul University, College of
Education
92.
Miguel Zavala, California State University, Fullerton, Department of Secondary
Education
93.
Barbara
Madeloni, University of Massachusetts Amherst, School of Education
94.
Arnold
Dodge, Long Island University/C.W.Post Campus, Department of Educational
Leadership and Administration
95.
William
Ayers, University of Illinois at Chicago, College of Education (retired)
96.
Peter Taubman, Brooklyn College, Dept. of
Secondary Education
97.
Susan
Gregson, University of Cincinnati, College of Education, Criminal Justice, and
Human Services
98.
Jackie
Wiggins, Oakland University, Department of Music, Theatre, and Dance
99.
Tema
Okun, National Louis University, Dept. of Educational Leadership
100.
Bill Hoecker, DePaul University, College of
Education
101.
Judith
Gouwens, Roosevelt University, College of Education
102.
Carl B.
Anderson, Penn State University, Dept. of English
103.
Mari Ann
Roberts, Clayton State University, Dept. of Teacher Education
104.
Isabel
Nuñez, Concordia University, Center for Policy Studies and Social Justice
105.
Renee A.
Middleton, Ohio University, The Patton College of Education
106.
Regina
Sievert, Salish Kootenai College, Division of Education
107.
Jennifer Alexander, Richard J. Daley College,
Business Department
108.
Sunshine
Campbell, The Evergreen State College
109.
Marvin
Hoffman, University of Chicago, Urban
Teacher Education Program
110.
Chris Brown, University of Texas at Austin, College of Education
111.
Nancy
Lesko, Teachers College,
Department of Curriculum and Teaching
112.
Florence
R. Sullivan, University of Mass., Amherst, College of Education
113.
K. Wayne
Yang, University of California, San Diego, Dept. of Ethnic Studies
114.
Elizabeth
Meadows, Roosevelt University, College of Education
115.
Benay
Blend, Central New Mexico Community College, Humanities Dept.
116.
Nekaiya
Herring, University of North Dakota, Dept. of Social Work
117.
Karen
Graves, Denison University, Department of Education
118.
Lilia
Monzo, Chapman University, College of Educational Studies
119.
Karen
Gourd, University of Washington, Bothell, Education Program
120.
Jeff
Bloom, Northern Arizona University, College of Education
121.
Aisha El-Amin, University of Illinois at
Chicago, College of Education
122.
Eric Toshalis, Lewis & Clark
College, Graduate School of Education and Counseling
123.
Diane Levin, Wheelock College, Early
Childhood Education
124.
Brian Horn, Illinois State University,
College of Education
125.
Scott Ritchie, Kennesaw State
University, Department of Elementary and Early Childhood Education
126.
Ann K. Schulte, California State
University, Chico, School of Education
127.
William T. Trent, University of
Illinois, Urbana-Champaign, Department of Educational Policy, Organization and
Leadership
128.
Morna McDermott, Towson University,
College of Education
129.
Susan Roberta Katz, University of San
Francisco, School of Education
130.
Susan Wray, Montclair State
University, Dept. of Early Childhood, Elementary and Literacy Education
131.
Sandra M. Gonzales, Wayne State
University, College of Education
132.
Cindy Lutenbacher, Morehouse College,
Dept. of English
133.
Mark Nagasawa, Erikson Institute
134.
Wendy Luttrell, City University of New
York, The Graduate Center
135.
Mary Rapien, Bristol Community College,
Division of Mathematics, Science and Engineering
136.
Carolyne J. White, Rutgers
University, Department of Urban Education
137.
Isaura B. Pulido, Northeastern Illinois
University, College of Education
138.
Bill Watkins, University of Illinois at
Chicago, College of Education
139.
Michelle
Parker-Katz, University of Illinois at Chicago, College of Education
140.
Barbara Morgan-Fleming, Texas Tech
University, Curriculum & Instruction
141.
Emma Haydée Fuentes, University of San
Francisco, School of Education
142.
Joel Westheimer, University of Ottawa,
Faculty of Education
143.
Brian D. Schultz, Northeastern Illinois
University, College of Education
144.
Sumi Cho, DePaul University, College of
Law
145.
Therese Quinn, University of Illinois at
Chicago, School of Art and Art History
146.
John
Rogers, UCLA, Graduate School of Education and Information Studies
147.
Kathleen McInerney, Saint Xavier
University, ESL/Bilingual Education Program
148.
Linda
Christensen, Lewis and Clark College, Oregon Writing Project
149.
Elizabeth Skinner, Illinois State
University, School of Teaching & Learning
150.
G. Sue Kasun, Utah State University,
Teacher Education and Leadership
151.
Paul Gomberg, Chicago State University,
Department
of Criminal Justice, Philosophy, and Political Science
152.
Andrea S. White, Kenyon College,
Psychology Department
153.
Sandra Yarema, Wayne State
University, College of Education
154.
Michelle Maher, Oregon State
University, Teacher and Counselor Education Dept.
155.
Todd Alan Price, National Louis
University, College of Education
156.
Sarah Robbins,TCU, English Department
157.
Eve Tuck, State University of New
York at New Paltz, School of Education
158.
John Duffy, National Louis University,
Teacher Education (retired)
159.
Suzanne Baker, Denison University,
Department of Education
160.
Anneli Frelin, University
of Gävle, Faculty of Education and Business Studies
161.
Mara Sapon-Shevin, Syracuse University,
School of Education
166.
Simeon Stumme, Concordia University,
Center for Policy Studies and Social Justice
167.
Daryl Dugas, Northern Illinois
University, College of Education
169.
Judith
Reed, Keene State College, Education Program
170.
Marilyn Frankenstein, University of
Massachusetts/Boston, College of Public and Community Service
171.
Ellen
Ellsberg Edge, Keene State College, Child Development Center
172.
Tom Bassarear, Keene State College,
Department of Education
173.
Judy Lister, Keene State College,
Education Department
174.
Lee
Shumow, Northern Illinois University, Leadership, Educational Psychology &
Foundations Department
175.
Carolyn Vander Schee, Northern Illinois University,
Leadership, Educational Psychology & Foundations Department
176.
Janet Lorch, National Louis University,
Elementary and Middle Level Teacher Education
177.
Angela Valenzuela, University of
Texas-Austin, College of Education
178.
Karyn Sandlos, School of the Art
Institute of Chicago, Art Education Department
179.
Joan Wynne, Florida International University, Leadership
& Professional Studies
180.
Omar Perez Riveros, University of
Cambridge, Department of Psychology
181.
Dana Fusco, York College, Department of
Teacher Education
182.
Leigh Patel, Boston College, Lynch
School of Education
183.
Mirka Koro-Ljungberg, University of
Florida, School of Human Development and
Organizational Studies in Education
184.
Jermaine Soto, Syracuse
University, Cultural Foundations of Education
185.
Dorene Ross, University of Florida,
College of Education
186.
Molly A. Swick, Northern Illinois
University, College of Education
187.
Lori Chajet, City University of New York, The
Graduate Center
188.
Savannah Shange, University of
Pennsylvania, Graduate School of Education & Africana Studies
189.
Mary Ann Ryan, Chicago State
University, English Department
190.
Daniel McNamara, Wright
College, English Department
191.
Arthur B. Powell, Rutgers University—Newark,
Department of Urban Education
192.
Caitlin Cahill, Pratt Institute, Dept
of Social Sciences & Cultural Studies
193.
Sari Knopp Biklen, Syracuse University,
Cultural Foundations of Education
194.
Dayna Cunningham, MIT, Dept. of Urban
Studies and Planning
195.
Jennifer Cannon, University of
Massachusetts Amherst, Teacher Education and Curriculum Studies Dept.
196.
Dani O’Brien, University of
Massachusetts Amherst, College of Education
197.
Amy Shuffelton, Concordia
University, School of Education
198.
Kate Sheesh, Hunter College (CUNY),
Psychology Dept.
199.
Sandra Schmidt, Columbia
University, Teachers College
200.
Noah Asher Golden, Chapman University,
College of Educational Studies
