Abstract
This chapter continues to outline examples of how schools oppress and what the authors believe currently prevents quality willed learning from being realized. In our current climate the myth being promoted is that a successful school can be identified based on standardized test scores. Some powerful organizations, government and otherwise, continue to promote this myth. For example, the Fraser Institute, the Education and Quality Accountability Office [EQAO], and various boards all support and promote this false myth that EQAO standardized test scores can identify a successful school. As we will see, this is an incorrect belief that is hurting children, communities and is resulting in harmful policy decisions. Equating school success as high-standardized test scores victimizes students, for example, by narrowing the curriculum. By examining the flawed thinking in Ontario, generalizations can be made around most of the world where, unfortunately, standardized testing is become the measure of a successful school.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Canadian Press. (2005, September 2). New program will cut dropout rate, says premier. The Toronto Star.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Wiley.
Cooke, D. (2005, June). Independent facilitator report: Review of the Lakehead DSB school closure decisions. Retrieved November 25, 2005, from www.edu.gov.on.ca/eng/document/reports/closure/lakeheaddsb.pdf
Cowley, P., & Easton, S. (2005). Studies in education policy: Report card on Ontario’s elementary schools 2005 edition. Retrieved November 25, 2005, from http://www.fraserinstitute.ca/shared/readmore.asp?sNav=nr&id=668
Curriculum and Support Services Department. (2003). The Peel District School Board EQAO planning: A planning process for 2003 and beyond. Mississauga: The Peel District School Board.
Eisner, E. (1998). The role of teachers in education and assessment reform. Speech presented at the BCTF AGM, March 1998. Retrieved from http://www.bctf.bc.ca/publications/speeches/eisner.html
EQAO. (2005a). About EQAO. Retrieved November 25, 2005, from http://www.eqao.com/AboutEQAO/AboutEQAO.aspx?Lang=E
EQAO. (2005b). Publications. Retrieved November 25, 2005, from http://www.eqao.com/Publications/publications.aspx?Lang=E
EQAO. (2005c, October). Using data to promote student success: A brief guide to assist school administrators in interpreting their data. Grade 3 and 6 assessments of reading writing and mathematics. Retrieved November 25, 2005, from http://www.eqao.com/Publications/publications.aspx?Lang=E
EQAO. (2005d, October). Using data to promote student success: A brief guide to assist school administrators in interpreting their data. Grade 9 assessment of mathematics. Retrieved November 25, 2005, from http://www.eqao.com/Publications/publications.aspx?Lang=E
EQAO. (2005e). Education quality indicators framework. Retrieved November 25, 2005, from http://www.eqao.com/EQI/EQI.aspx?Lang=E
EQAO. (2005f). Completing the picture: The education quality indicators framework. Retrieved November 25, 2005, from http://www.eqao.com/EQI/01eqi.aspx?Lang=E
EQAO. (2005g). EQAO guide to school and board improvement planning: A handbook for school and board leaders (Rev. 2005, March). Toronto: Education and Quality Accountability Office.
EQAO. (2005h). News releases: Lincoln M. Alexander Secondary School. Retrieved November 25, 2005, from http://www.eqao.com/NR/01nr_1.aspx?Lang=E&release=201&story=5
Green, J. (2005a, June). Independent facilitator report: Review of the Ottawa-Carleton DSB school closure decisions. Retrieved November 25, 2005, from www.edu.gov.on.ca/eng/document/reports/closure/ottawadsb.pdf
Green, J. (2005b, June). Independent facilitator report: Review of the Renfrew County DSB school closure decisions. Retrieved November 25, 2005, from www.edu.gov.on.ca/eng/document/reports/renfrew/renfrewReport.pdf
Hammer, K. (2014, September 27). My son’s school boundaries are changing: Here’s why I’m okay with it. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/news/toronto/my-sons-school-boundaries-arechanging-heres-why-im-okay-with-it/article20815696/?page=all
Jamieson, B. (2005, September). State of the teaching profession 2005: What matters? Professionally Speaking: The Magazine of the Ontario College of Teachers.
Johnson, D. (2005, March). Signposts of success: Interpreting Ontario’s elementary school test scores. C.D. Howe Institute Publications. Ottawa: Renouf Publishing Company Limited.
Jones, G., Jones, B., Hargroves, T., & Hargroves, T. Y. (2003). The unintended consequences of high stakes testing. Lanham: Rowman & Littlefield Publishers, Inc.
Karp, S. (2004). NCLB’s selective vision of equality: Some gaps count more than others. In D. Meir & G. Wood (Eds.), Many children left behind: How the no child left behind act is damaging our children and our schools (pp. 53–65). Boston: Beacon.
Killins, J. (2003, April). Executive summary: Building student success grades 1 to 12 EQAO action plan (for implementation in 2003/04). Niagara: District Schools Board of Niagara.
Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth: Heinemann.
Kohn, A. (2004). NCLB and the effort to privatize public education. In D. Meir & G. Wood (Eds.), Many children left behind: How the no child left behind act is damaging our children and our schools (pp. 79–100). Boston: Beacon.
Kohn, A. (2011). Challenging students—And how to have more of them. In A. Kohn (Ed.), Feel-bad education and other contrarian essays on children and schooling. Boston: Beacon Press.
Laframboise, M. A. (2005, September). College members provide reasons to celebrate teachers. Professionally Speaking: The Magazine of the Ontario College of Teachers.
Mathis, W. J. (2005). Bridging the achievement gap: A bridge too far? Phi Delta Kappan, 86(8), 590–593.
McQueen, J. (2004, October 27). My field trip to the ministry of education. OTF/FTO Interaction …on line, 7(3). Retrieved November 25, 2005, from http://www.otffeo.on.ca/en/newsroom/inter/vol7number3.htm
Meir, D. (2004). NCLB and democracy. In D. Meir & G. Wood (Eds.), Many children left behind: How the no child left behind act is damaging our children and our schools (pp. 66–78). Boston: Beacon Press.
Ministry of Education. (2001, June 1). Early reading strategy will help students improve. Retrieved November 25, 2005, from http://ogov.newswire.ca/ontario/GPOE/2001/06/01/c0243.html?lmatch=&lang=_e.html
Ministry of Education. (2004, November 10). Positive Ontario student results a welcome change. Retrieved November 25, 2005, from http://ogov.newswire.ca/ontario/GPOE/2004/11/10/c1140.html?lmatch=&lang=_e.html
Ministry of Education. (2005a, March 10). McGuinty Government confirms new direction for EQAO. Retrieved November 25, 2005, from http://ogov.newswire.ca/ontario/GPOE/2005/03/10/c3350.html?lmatch=&lang=_e.html
Ministry of Education. (2005b). Ontario education excellence for all/Good places to learn: Renewing Ontario’s schools. Retrieved November 25, 2005, from http://www.edu.gov.on.ca/eng/document/reports/learn/
Ontario English Catholic Teachers Association. (2002, March). Weighing in: A discussion paper on provincial assessment policy. Toronto: OECTA.
Ottawa-Carleton District School Board. (2005, August 30). Leaders’ day address. Retrieved November 25, 2005, from www.ocdsb.edu.on.ca/Board/Director/Leaders_Day_Address_2005
People for Education. (2005, September). EQAO scores influence school closing decisions. Newsletter. Retrieved November 25, 2005, from http://www.peopleforeducation.com/newslttr/recent/index.html
Zinn, H. (2001). In A. Roddick (Ed.), Take it personally (Inside front cover). Berkley: Conari Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Ricci, C., Pritscher, C.P. (2015). Students as Victims. In: Holistic Pedagogy. Critical Studies of Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-14944-8_13
Download citation
DOI: https://doi.org/10.1007/978-3-319-14944-8_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14943-1
Online ISBN: 978-3-319-14944-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)