Or, if you prefer, Race to the Top, except for the the slowpokes. From Chicago (boldface mine):
Today we had a grade level meeting about the NWEA scores for the fourth grade students at my school. We teachers were all given printouts of our students’ most recent scores: RIT bands, percentiles, the whole shebang.
Then we were instructed to highlight the students in our classes who had scored between the 37th and 50th percentile. These students, the admin informed us, are the most important students in the class; they are the ones most likely to reach the 51st percentile when students take the NWEA again in May.
Making the 51st percentile is VERY important to CPS, and thus to principals, literacy coordinators, test specialists and teachers-who-don’t-want-to-lose-their-jobs.
It might not be important to individual students, their parents or anyone else, but it is life or death in Chicago Public Schools.
We nodded, wide-eyed. These students, our guide continued, should be your primary focus. Make sure they get whatever they need to bring them up to that percentile. Sign them up for any and all academic programs, meet with them daily in small groups, give them extra homework, have them work with available tutors…whatever it takes.
What about the kids at the very bottom, one teacher wondered, the kids under the 20th percentile…shouldn’t they be offered more support too? The admin squirmed a bit. Well, they don’t really have any chance of hitting the goal, so for right now, no. There was silence.
“The more any quantitative social indicator (or even some qualitative indicator) is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.”
I fail to see how this makes kids, especially the neediest, smarter or better educated.
All right we are two nations.