The FCANT
It is that time of year again. Students busily preparing for the Florida Comprehensive Assessment Test, otherwise known as the “FCAT”. The FCAT, like many other things, started with excellent intentions. By testing students knowledge of the subjects necessary for success, the State could more easily gauge the general direction of our public education system.
Unfortunately, this system has led to unforeseen consequences that are damaging the future of our children, and severely hampering their real education. In order to get funding for their schools, teachers have to concentrate on getting the children ready for the test. This in practice is leading to larger amounts of time preparing for the test, and little or no time on the subjects that students may need help on. The end result is a student who has passed the State Tests but has missed out on a fundamental skill, because the teacher was unable to spend the time necessary to properly teach the skill.
My wife and I are active, concerned parents. We check our kids homework, we guide them in their decisions, and we keep tabs on them through the email system with the school. We hear from the teachers on a regular basis, and we keep in touch, and volunteer heavily in school. The last report card came home with low grades. Today’s interim report comes home with low grades. We question the teachers about the lower grades, looking for suggestions in helping shore up the knowledge base that the child needs to perform. The answer we get is that the grade will come up by the end of the quarter, because they have spent time preparing for the FCAT.
This FCAT stuff is serious business. They have sent home workbooks for the children, and for the parents. In this picture, the 138 page “Blast Off on Florida Reading” is a workbook for our children to use at home to help prepare for the FCAT. The “Keys to the FCAT” is a parental primer, 37 pages of hints, tips, and sample questions for passing the FCAT. Why are we specializing our children in the subjects of a standardized test? Why would we not send home a “Keys to the 4th Grade” book that would explain the topics that students will learn in the 4th Grade?
My children have scored “very high” on the FCAT last year. They came from a different school system, and were very well prepared. They are in all advanced classes. They do all of their homework, even when we spend upwards of 5 hours in the evening finishing it all. We quiz before school when we’re aware of tests coming up that day.
My middle son has a low grade on his interim report in writing. We emailed the teacher, and yet again, the FCAT has reared its ugly head. He is having some difficulty with expository writing, and they have had only a few tests during this quarter, because of FCAT preparation. He’s got an issue that he needs assistance with, but they’re unable to see about it until after the testing is completed.
This teacher is an excellent teacher. She is extremely involved. She works hard with these students. She teaches an after school creative writing course, which my son attends. She is concerned for him, and for her other students, and it shows in everything she does. She is doing what she has to do to ensure that she is ‘judged appropriately’ by the powers that be. How does this help our children, or our teachers?
I have met with the teachers, and the principal in our school many times. They are educators, and they’re determined to teach their kids. The parents at the school that I speak to are determined to teach their kids. We should not be suffering through this unintended consequence. It is time for a change in the manner that we go about examining our children’s progress.
When all is said and done, the child’s grades, his extra curricular activities, and his SAT/ACT scores will determine his collegiate placements. I doubt highly that the FCAT test will have much weight, if any on the college’s decisions. It’s time we come back to concentrating on the result, and not the gauge of the result.
