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Drive for Boycott/Optout of Spring Tests

Here is a positive philosophy for a positive agenda: Remember, everything good starts small.

Dear Friends and Colleagues,

Rich Gibson, Bob Apter, and Susan Harman are setting out on a tour of California,
from September 7 to 19, from San Diego to Arcata and Yreka, in order to

(1) build resistance to the high-stakes tests and the regimented
curricula;

(2) propose a boycott/optout of the spring tests; and, recognizing that
even after a decade and more of test resistance, we still have a lot to
learn, we want to

(3) start discussions by listening to what people have to say about the
nature of their specific schools, districts, and California, and seeing
what ideas others have about what is and what can be done.

We're doing this because we feel a sense of urgency: it’s clear that
the war, the economy, the tests, and the military are starting to press
down harder on school workers. Kids are going to suffer as the economy
goes sour and their parents fall off the economic ladder, poorest
first. Educators will suffer from more demands for regimentation, and
our wages and benefits will increasingly come under direct assault.
Salaries will be based on “merit” (read “test scores”), so teachers in
poorest areas will be hit first, but we will all be affected soon.

We would like to visit you at home, in a coffee shop, at school,
wherever. We know your time is limited, but the crises at hand are
severe. Please let us know if you can arrange a meeting, even with one
other person. Remember, everything good starts small.

We’d like to start thinking now about your issues, so if you’ll answer
this survey, we’ll have a clearer picture of what’s going on. Please
send it back to me asap. Thanks!
Susan

1. What is the view of the people you work with (parents, school
workers, students, etc) toward high-stakes testing and the NCLB in
particular?

2. Do you see people becoming more ready to act against high-stakes
exams, or more resigned? Why?

3. Do you think there are demographic divisions among educators (that
is, experienced/apprentice, English/Math/History, etc.) that set up
differing views of high stakes exams? What are they, and why?

4. What do you think would be the most effective things we could do to
build understanding of—and action against—NCLB?

5. Do you see a connection between the main trends in schooling
(scripted curricula, high stakes exams, etc.) and war?

6. Are there anti-war groups or coalitions in your area? Do they have a
website?

7. How do educators or union locals participate in these groups?

8. Do you participate in these groups? How?


— Rich Gibson, Bob Apter, and Susan Harman
e-mail
2007-08-26


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INDEX OF OUTRAGES

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