The document discusses the problems with high-stakes testing putting pressure on schools to remove low-performing students in order to achieve higher test scores. It notes that teachers may remove "bad" kids from their class to avoid lowering their test achievement, sinking to the level of those who prioritize test results over students. It also references research finding that zero-tolerance policies stem more from high-stakes testing than fear of crime, as principals seek to remove "troubled" students perceived as hindering test scores. The document questions how this treatment can negatively impact students and explores how to organize assessment in more productive ways that promote inclusion and differentiated learning opportunities for all.

1. Alfie Kohn
Testing for Control;
Control for Testing
 Beyond Discipline, p. 150-151
 Beyond Discipline, p. 174

2. Alicia Davis,
Aslihan Alkurt,
Xizhen Palmer
Do we value students for who they are or
what they do? Kohn, Beyond Discipline, p. 150

3. Kohn would ask,
above all:
HOW DOES THE CLASSROOM FEEL?
WHAT ARE YOU ASKING THEM TO DO?
(…and, what is the third question?)
______________________ ?

4. Kohn writes, on page 150 (Beyond Discipline)
Teachers think, “With bad kids in my class, I’ll
have lower achievement on my tests, so I’ll use
discretion and remove that kid.” At that point,
the teachers have sunk to the level of the
people who gave hem their marching orders.

5. The superscript above the previous quote on p. 150
refers us to Mark Soler (p. 174)
[These days] …zero tolerance is fed less by fear
of crime and more by high states testing.
Principals want to get rid of kids they perceive
as trouble” …
Mark Soler of Youth Law Center

6. Why could this removal of “bad” students
(what other language could be used here?) or
“troubled” students” be perceived as
“advantageous” to some staff, both teachers
and administration?
How does that thinking create negative
repercussions in our students’ lives?

7. Are there ways to include students in deciding how
to meet their goals and how to assess whether they
are learning throughout the process?
How can we organize assessment in
ways that are productive and not
destructive to students?

8. Why is
inclusivity
important?
Why is differentiation
necessary to promote
avenues of
opportunity for
learning for every
student?