NotesFAQContact Us
Search Tips
ERIC Number: ED355509
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 16
Abstractor: N/A
Reference Count: N/A
Mandated Testing: Lived Situations.
Phillips, Jerry; Phillips, Julie
This paper describes a father's reflections on his daughter Charlie's failure to pass a state-mandated standardized test; reactions of both to the failure; reactions of both to emerging events; Charlie's next challenge and her looking to the future, and final thoughts and conclusions. The paper is a collaborative effort between father and daughter with sections written by one or the other presented alternately. Charlie and her father have seldom been happy with standardized tests because they lived the realities of those tests together. Charlie was placed in a low reading group in elementary school after the first such test, despite being an avid reader in her pre-school years. Competitive sports started in seventh grade and marked Charlie's drive toward athletic acceptance as an alternative source of "self" to the low placement assigned by the school. She did not learn to read well in spite of several years of instruction. After four tries and 2 years of tutoring, Charlie still failed the state's mandated graduation requirement of passing a literacy test. Despite appeals to the school board, Charlie was not allowed to graduate with her class. She passed the test the next summer after receiving different tutorial instruction, and is presently attending a community college. Five conclusions can be drawn from these lived situations: (1) Charlie's conflict of values in elementary school led to her acceptance of an outside curriculum, a conflict of learning interest that suggested that outside prior knowledge is ineffective in a school context; (2) the school neglected Charlie's reading progress, and must share the cost for cleaving to a rigid tracking philosophy; (3) the school tracked Charlie too early, left her on track too long, and promoted her test scores and stigma of tracking, reflecting her school-related disabilities; (4) the district failed to set up an effective tutoring program; and (5) a certain degree of sexism is reflected in the fact that all administrators, including the superintendent, are former male coaches and that the school district has never hired a woman administrator nor has a woman ever served on the school board. (Contains 16 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas