The main captions are things you probably will need to think about; the bulleted points are examples of things you might consider/address/do.
Identify the problem:
– High Stakes for students or schools/educators [note federal law]
– Impact of testing on curriculum and instruction
– Unequal/inadequate resources despite high-stakes demands
– Too much testing (too many tests, too many grades)
Establish the goal:
– End high-stakes uses of tests
– Replace test-based reporting/accountability system with authentic system
– Gain adequate/equitable resources for underfunded systems
– Reduce testing
Determine the form victory takes:
– legislation passed which meets the goal(s) – state and/or federal
– state board establishes new policy
– series of changes at the local level by school committees/superintendents
– public has been educated and supports the goal(s)
Design Strategy: How Can We Win?
Evaluate the situation:
– power relations, who makes ultimate decision on the key issue, who’s who, primary opponents, primary allies.
Determine primary route to victory:
– grassroots organizing and coalition building
– “insider” influencing of policymakers
Decide what your organization will look like:
– local chapters, mass membership, a key core group only, a coalition of groups…
Identify and develop Allies:
Identify the important current and potential allies
– parents, civil rights groups, community-based organizations, other education groups, students, any movable business groups?
– Establish areas of agreement with allies, form a coalition
[Allies will have their agendas as well]
Tactics: Things to do to win
Organize your arguments and evidence (including on authentic assessment and accountability, if needed), be prepared to counter theirs (study theirs) [see FairTest website, http:www.fairtest.org/arn/arn.htm]
Identify some good spokespeople (not just teachers/educators)
Mobilize teachers to:
– educate parents and community
– talk with legislators/policymakers
Conduct public education:
– community forums/meetings (all sides debate, or just to mobilize opposition)
– get on agenda of other organizations to present, ask for support
– set up a speakers bureau
– hand out, mail flyers (multiple languages)
– send materials home
– petitions (opportunity to talk, as well as use results for pressure)
– media work
– set up a “take the test” session [if test is public; be sure to facilitate discussion]
Do a media campaign as part of the organizing:
– make testing a controversial issue – local as well as major state media
– keep reporters and columnists informed
– send letters to editor and op eds to large and small papers
– participate in radio talk shows, cable TV or TV talk or news shows
– ads?
Expose the test:
– question whether the test is any good for the purposes for which it is being used
– what is or is not actually on the test – or is the test secret? [demand openness]
– question teaching to the test
– errors – bad questions, mistakes in scoring or reporting
Explain the consequences of the test: who suffers and how
– low income; racial minority; special needs; English language learners; voc ed
– most all students can be affected by teaching to the test
Hold high-focus public events:
– rallies and demonstrations
– meetings, speak outs
Opt out/boycott the tests (legal in Wisconsin):
– students
– teachers
Contact policymakers [governor, legislators, state board of ed, school committees, etc.]
– letter-writing and telephone campaigns
– limits of email (policymakers often ignore it)
– visits to policymakers
– testifying at hearings
Influence elections:
– vote out some opponents , vote in some supporters
– referenda (binding or non-binding; local or statewide)
Introduce legislation