My fight for an alternative diploma: Fearing dropouts and disillusionment, a risk-taking superintendent takes on his state's strict test measures - New York

School Administrator, Dec, 2001 by William C. Cala

Real-life situations such as Billy's make it imperative that all students have access to a diploma that is rigorous and meaningful and one that also embodies and embraces diverse learning skills and flexibility.

Last June, I testified before the state Assembly regarding the significant increase in the dropout rate among students who are designated English language learners. Due to a rigid language testing system (the 11th grade assessment), a life of opportunity is lost to those who came to America to what they dreamed was the "land of opportunity." In Fairport, a district with 7,200 students, we are blessed with wonderful teachers, administrators, parents and students. Despite all of our efforts, we could not grant diplomas in June to three of our bright, resourceful and courageous immigrant students. New York state should, in good conscience, provide a meaningful course of study for these and all English language learners that leads to a diploma, not to the streets.

Unfortunately, under the current system, students in career and technical education and special education programs soon will suffer the same consequences as the English language learners when their safety nets are removed by the Board of Regents in 2004.

Empty Slogans

Nationally and statewide in New York, we have heard the empty phrases "Leave no child behind" and "The poor of our cities must be afforded the same high standards as our suburban schools." So far, the only equality for all that we are experiencing is the equality of the same test. Equality of curriculum, financial aid, remedial help and social programs is nowhere to be found.

Why shouldn't New York's education commissioner and the Board of Regents heed the directives of the manufacturers of the tests that are given to our children? CTB/McGraw-Hill (the principal test provider in our state) has clearly stated that no one test should be used to gauge educational progress and none of the tests is to be used as high stakes.

These warnings should come as no surprise as the quality and validity of the tests have been under constant attack. Prolific errors in the test questions and the scoring have been the subject of several articles in The New York Times. Unfortunately, New York state has made the conscious decision to ignore the designed purpose of the tests. Imagine a physician prescribing medicine contrary to the pharmaceutical companies' specific protocols. The potential health hazards to patients would be catastrophic. We in education are being forced to commit malpractice on our patients, our students, each time we improperly administer and use tests in a way not intended by design.

We have a sacred obligation to all students, not just to the ones left standing after a barrage of inappropriate one-size-fits-all assessments. It is that obligation and that conscience that drives my part in developing a new alternative diploma.

William Cala is superintendent of the Fairport Central Schools, 38 W. Church St., Fairport, N.Y. 14450.