Category Archives: High Stakes Testing

New York State Tests Fail to Measure College Readiness

According to a report released by The Benjamin Center for Public Policy Initiatives at SUNY New Paltz, the New York State tests for grades 3-8 do NOT measure likely readiness for college so why did many of our kids just sit for six days of testing?

“This carefully researched analysis adds a serious dimension to the current debate in New York state on the value of testing in our elementary and middle schools,” said Benjamin Center Director Gerald Benjamin. “The center looks forward to reactions to this work, and consideration by policy makers of its implications.”

A fundamental purpose of the state’s testing programs in grades 3-8, following the adoption of Common Core State Standards, is measuring college readiness, with the goal of creating opportunities to intervene when necessary.

However, the Benjamin Center report finds that estimates of college readiness derived from the NYS Grades 3-8 ELA and math assessments do not align with actual measures of college readiness, such as college remediation rates. O’Donnell argues that this misalignment is a disservice to our students, our teachers and our education system more broadly.

“Measurement is dependent on tools that give a useful result,” O’Donnell writes. “A sprinter has no use for a broken stopwatch; a tailor needs a tape measure that is not torn. If the current NYS Grades 3-8 assessments cannot accurately measure college-readiness − their stated intention − we must ask: what’s the point?”

- The Benjamin Center press release, May 2, 2017

Even if you can not read the full 16 page Benjamin Center report, please read the following portion from the Implications section of the report.  Problems still abound related to the state testing, however if you have a student in the class of 2022 or beyond (currently in grade 7 or below), you should be significantly worried.

To be clear, we certainly must address the fact that approximately 50 percent of all New York students do not graduate or graduate without being fully prepared for postsecondary education. This percentage is far too high. But the current NYS Grades 3–8 tests, as demonstrably poor indicators of their stated purpose, will not help us get to where we need to be.

Further, despite the recent moratorium on using NYS Grades 3–8 ELA and math assessment scores to evaluate students or teachers, there are still significant implications that stem from their misalignment with actual college-readiness metrics. First, these assessments are used to characterize the condition of education in NYS and are utilized as a decisive factor in determining which schools are “failing” and, thus, subject to receivership. Second, state- and local-decision makers are encouraged to use the assessment results on an advisory basis in the evaluation of teachers and principals, so the scores will still be calculated, retained, and made public.xxxii This keeps open the possibility that educators will be assessed retroactively when the moratorium is lifted. Finally, New York’s public school students will continue to be subjected to lengthy examinations that are likely to incorrectly label them as off-track for college readiness and provide little-to-no useful feedback to educators.

As we move forward, the stakes get even higher for students. The Class of 2022 will be required to pass CCSS-aligned Regents examinations at the “aspirational” level in order to graduate. The 2015 results on these new exams foretell a coming graduation crisis: 57 percent scored at the aspirational level on the ELA exam, 23 percent on Algebra I, and 24 percent on Geometry.xxxiii If those rates hold, two-thirds or more of the Class of 2022 will not graduate from high school (compare to the Class of 2015 graduation rate of 78 percent). In terms of magnitude, this will mean an overnight loss of more than 90,000 high school graduates, of which 35,000 are fully prepared for college success, using the actual college-readiness metric of non-remediation.

N.Y. Regents question standardized test data comparisons

The Board of Regents actually did a LOT more than just question standardized test data comparisons at their September 2016 monthly meeting according to this article.
 

The board that sets education policy for New York questioned Monday why the State Education Department touted gains on standardized test scores this year when most agree the data can’t be compared against previous years.

The department released the results of the state’s 2016 reading and math tests in July, showing that statewide proficiency grew 6.6 percentage points in reading and 1 percentage point in math compared to last year.

Education Commissioner MaryEllen Elia warned against making direct comparisons with results from prior years — a point she would reiterate in weeks to come — since the 2016 tests were shorter than previous years and untimed. But in their first public meeting since the announcement, the Regents expressed concern that comparisons were made at all.

“When we send out a package that says, you know, we’re moving up and charter schools did so much better, this goes to the press and then to the political people who make decisions on our behalf sometimes based upon data that can’t be compared,” said Regent Roger Tilles.

They questioned whether charter school test data is valid because charter schools do not have to follow the same rules as public schools so students might be receiving help with the tests. They also compared the tests to ‘child abuse’ for students new to the English language and Regent Tilles said “But I really don’t like giving those tests, even if we’re asked to do so. I would choose to opt out of them.”

Refuse NYS testing because Common Core is broken

I have read many articles about why parents should refuse the New York State tests this year but this one by William Farmer is the one that I wish I would have written.

Will has captured my belief that the real problem is not the tests but the Common Core standards that the tests are designed to enforce as well as the refusal of many New York State officials, including Governor Cuomo, former NYS Commissioner John King and some members of the NYS Assembly, Senate and Board of Regents, to listen to the concerns raised about the Common Core standards, the tests and other associated educational changes.  There are problems with the NYS standardized tests themselves but just fixing the tests will not fix our education problems.

The key here isn’t that kids are spending too much time on “test prep” or the tests themselves. Rather, it’s that the standards upon which the tests are based are flawed and must be fixed.

It took a massive opt-out for the state to actually discuss correcting the problems they created.

New York state has admitted there are serious problems with the standards and it took four years to get to this point. The Education Department either lied to us or they were grossly negligent when rushing into Common Core.

Either option does not inspire parents to place our trust they will now do what is in the best interest of the students.

Like Will, I do not have much faith in the state officials who have discounted the voices of parents for the past four years.  Even now Commissioner Elia, while stating that parents do have the right to refuse the state tests, is still committed to the Common Core standards allowing for only minor adjustments as well as to the benefits of standardized testing.  I would like to believe that I can trust the promises for change that Commissioner Elia and Governor Cuomo have made but until I see real changes, codified in law, I believe that parents will need to continue to make their voices heard by opting-out/refusing the state tests.

 

No consequences for KCSD test refusal

I have heard from several parents who are concerned that Kingston City School District students will be penalized in some way if they refuse the New York State testing for grades 3-8 which begins tomorrow April 5, 2016.

Some students have been told by teachers that their opportunities for participating in KALP or taking honors courses would be hurt if they did not take the state tests.  This is not correct.  The state test scores are just one of several factors used in making decisions about KALP and honors courses in Kingston.  This has been confirmed with middle school principals and Dr. Padalino so parents/students can opt-out/REFUSE, if that is what they desire to do, without concern for KALP and/or honors course participation.

Many parents are also confused or concerned about refusing the state tests due to the letters sent home this past week from school administrators asking “for your consideration to NOT opt out your students”.  Most parents want to support their local teachers, schools and administrators and now if parents refuse the state tests, they are going directly against the stated wishes of those local teachers, schools and administrators.

The KCSD administration clearly stated, when they presented the Annual Summary Report to the Board of Education on Wednesday March 30, that they believe the data points they receive from the New York State tests provide them with valuable information to make decisions about how to teach our students.  The letters sent home to all elementary and middle school families this past week asked families to allow their students to take the state tests and participate in this collection of data.

I personally believe that the New York State tests actually cause harm to some students by inappropriately labeling them as failures year after year and that the tests have been used to force Common Core upon us and are part of a plan to break public education. Therefore I can not support the state testing or the use of the state tests to generate data even if the data is useful in some ways.  This opinion puts me ‘in conflict’ so to speak with our school district administration but it does not mean that I do not respect our administrators or that I can not work with them.  People who care about important issues often disagree with each other and must simply find ways to work together in spite of the disagreements.

I encourage all parents to determine what YOU feel is the right thing for your family to do regarding New York State testing.  Examine the information and then proceed with your decision.  Do not allow yourself to feel “intimidated” into a decision by anyone (myself included).  Also know that there are not supposed to be any rewards for students who take the New York State tests in the Kingston City School District or consequences for students who refuse the New York State tests.  If you are aware of a situation where a student is being rewarded or penalized for taking or refusing the state tests, speak to your principal and/or Dr. Padalino so the situation can be rectified.

Support notification of parents about Test REFUSAL

I have a very personal request for friends and parents who are concerned about New York State testing and Common Core.
 
Please do not assume that everyone knows about the problems with the New York State tests, Common Core, etc. and will therefore REFUSE the tests for their own children and in support of the children around New York State. There are strong efforts all across the state from educatorsadministrators, newspapers, business people, and on the list goes to decrease test REFUSAL numbers in New York State this year. Also many who have been opposing testing are getting tired as this battle for our children’s education drags on.
 
If you understand the problems associated with the standardized tests, please share that information with other parents.
 
Also please financially support the fundraiser by Loy Gross and Deb Escobar of United to Counter the Core raising money for a Robocall this Sunday to let parents know about REFUSING the upcoming ELA and Math state tests. A single dollar allows for 25 calls; a $20 donation means the OPT-Out/Test REFUSAL message will reach 500 people.
 
I donated for the robocall and I hope you will as well.

Test REFUSAL in Kingston City School District

Letters went home to parents in at least two elementary schools (Edson and Crosby) in the Kingston City School District today telling parents that changes have been made in the New York State testing program and requesting that parents NOT opt their children out of the testing.  I anticipate that similar letters were sent home to parents in the remaining schools in the district or will be sent this week since the NYS ELA test begins next week April 5-7, 2016.

Crosby opt in letter
Crosby opt in letter
Edson opt in letter
Edson opt in letter

 

Even though parents are being encouraged to believe differently, nothing significant has changed with regard to the New York State testing.  The tests are shorter by a question or two but many kids will actually spend longer on testing because the tests are now untimed. Pearson still produced this year’s test questions even though NYS has signed a new contract with Questar. Who knows what the questions will be like as far as quality?  Also every single issue that has existed regarding the adverse impact of the tests for special ed and ELL students still exists.

Please continue to REFUSE the New York State ELA and Math tests for grades 3-8 this April 2016.

By refusing you can be an Upstander.  Even if you feel that your kids are not ‘hurt’ by taking the state tests, other kids are. When you refuse the state tests, you are helping to protect kids all throughout New York State.  Jeanette Deutermann clearly shares the reasons for opting-out in this video.

Deborah Torres Henning, a parent from the Wappingers Central School District who I am very proud to stand beside in the fight against Common Core, has also written an excellent piece on why it is important to refuse the state tests.

Instead of asking “why refuse?” we should be asking “why does the state want the children to take them so badly?”

•    240,000 children did not take the New York State Math and English Language Arts assessments last year.
•    The tests don’t count toward your child’s grades or promotional status.
•    The tests don’t count toward receiving or not receiving special services.
•    The tests are age and developmentally inappropriate.
•    The tests were already too long, and now they are untimed, making them longer.
•    The tests are developed by businessmen and corporations, not teachers.
•    The tests are just another form of data mining. Data is the name of the game.

The state wants you to believe it has dramatically decreased the number of test questions and effectively reduced the time it takes to complete taking the tests. The reduction of one or two test questions is not significant, and the tests are now untimed, which means longer, not shorter. New York State Education Department’s “changes” are as meaningless as the tests themselves.

For those who say, “My child does well on the tests,” what are they doing well on? They are doing well on following orders, filling in bubbles, and navigating an absurd myriad of age and content inappropriate test questions that do not measure what they are learning in class and have no bearing on where they will be placed the following year. All you see is a number (1-4), specific results are not given to school districts or to parents — so there is no information at all on what they’ve learned, where their strengths are, or where they need improvement. The tests do not have any bearing on whether or not your child will or will not receive  Academic Intervention Services or Response to Intervention Plan either.

Refusing the state tests does not mean your child will never have exposure to taking a test, nor does it mean you are teaching your child he or she doesn’t have to fulfill academic responsibility. Refusing means you are aware that these tests mean nothing, and you refuse to have your child be a guinea pig for the state and the test manufacturers.

School districts must make the tests available to all students, that does not mean they can force or “encourage” all students to take them. You have the option of refusing. Parents, you are the primary educator of your child, and you have first and final say. Parents’ rights supersede the rights of the school. Remember that. Always.

Your child provides free labor and research for the test manufacturers. Your schools have sold your child into indentured servitude in order to get grant money and the test manufacturers are cashing in.

The state Education Department and test manufacturers rely on your obedience to make your child take the tests, and they love to use threats to get you to do so. Don’t believe the threats you hear about losing funding or testing counting against your child’s teacher, these are scare tactics, and they work on people who don’t know the facts.

In a most recent development, our newly appointed Board of Regents Chancellor (and technically Commissioner Elia’s boss), Mrs. Betty Rosa, went on record to say, if she were a parent of a 3rd through 8th-grader today, she would refuse the tests. When the agency that supervises state Education Department and Mrs. Elia supports refusals, it is time for everyone to refuse!

I am for tests that measure my child’s growth and progress. I am for tests that give teachers and parents a dashboard to look at and pinpoint what questions they are struggling with or excelling in. I am for tests that are staggered throughout their school years and do not last for days. I am for meaningful testing.

I want my children educated when they go to school. I don’t send my children to test-taking school — I send them to school, just school. Please stop the rampant, abusive, useless testing and lets get back to educating the whole child. That won’t happen unless we all refuse these tests.

refusal_letter_2015-2016__8_

Update 4/4/16: Letters from other KCSD schools

Chambers opt in letter
Chambers opt in letter
GW testing letter
GW testing letter

 

GW testing letter in Spanish
GW testing letter in Spanish
JFK opt in letter
JFK opt in letter
Miller opt in letter
Miller opt in letter
Myer opt in letter
Myer opt in letter

What NYSED “forgot” to tell you regarding Grades 3-8 NY State Tests

Reblogging The Rest of the Story

What NYSED forgot header

As part of the “tool kit” put together by Commissioner Elia and the NYSED, schools have started to distribute this flyer in an effort to coerce parents into participating in the 2016 Grade 3-8 Math and ELA tests.  Much of the information provided is true: but plenty of information has been conveniently omitted from this flyer as the Commissioner continues to try to deceive the public into thinking that these “changes” will benefit children.  Parents are not appeased because the bottom line is as such: testing still dominates their child’s educational experience.

Let’s take a closer look at what NYSED “forgot” to mention …

click here to continue reading

Unlimited State Testing Time?

Commissioner Elia announced last Wednesday during the New York State budget hearing that there would be no time limits on the New York State tests this year.

Students in grades 3-8 will have as much time as they need to complete their state-mandated tests this year — as long as they are “working productively,” state Education Commissioner MaryEllen Elia said Wednesday.

This announcement has been received with disbelief and horror by parents who having been saying over and over that the tests are too long due to the stress they place on many children.

I attended the parent meeting with Commissioner Elia in New Paltz New York on December 8, 2015.  She asked us to raise our hand if we thought students should be allowed to have more time for the state tests.  A parent/teacher had commented about the stress on students who were not able to finish the tests in the allotted time.  Many parents did raise their hands. However the hand-raising was not a response to the presentation of a well-thought out proposal but a response to a question that seemed to have just occurred to the Commissioner in response to the comment that was presented.

My response to the ‘not enough time’ problem would be to fix the tests so they could be completed in a reasonable amount of time so I was rather surprised when the Commissioner asked us to vote to allow students to take even longer than the currently allocated testing time.  A report at our our local board of education meeting on December 9 indicated that the Commissioner talked to the school board members about extending testing time when she met with them on December 8.

Kingston parent/board member Dr. Robin Jacobowitz was sitting beside me during the parent meeting with Commissioner Elia and tried to get Commissioner Elia’s attention to present a report Time on Test: The Fixed Costs of 3-8 Standardized Testing in New York State BEFORE the parent hand vote was taken but was not able to speak until after the vote.

The Time on Test report details the additional time spent on testing outside the actual time that the students are engaged in answering questions on the tests.  These “fixed costs” of testing do not lessen if a few questions are removed from the tests.  Many parents also do not realize how much additional time these activities take away from classroom instruction time.

The time for 3-8 testing in NYS, including the test itself and the fixed costs consume approximately 2 percent of the “required annual instructional hours.”  This exceeds and is already double the 1 percent standard that was passed by the legislature.

Elected leaders and appointed policy makers have been talking about shortening the exams (Harris, 2015, Sept 16; NYSSBA, 2015).   We agree it is a good idea to reduce the time given to these tests.  But as our research demonstrates, reducing the duration of each test will have minimal effect; less time will be spent on each exam, but the fixed costs remain and will still detract from instruction on those days.  Moreover, apportioning the tests over six days means that those “fixed costs” – and the time given to them – are replicated with each administration.  The only way to eliminate these fixed costs is to reduce the number of exam days.

A final contextualizing comment:  the “1 or 2 percent for tests” paradigm is arbitrary.  It is grounded less in science and more in rhetoric.  We believe that where time on testing is concerned, our students would be better served by thoughtful, deliberative testing policies that account for time as it relates to the loss of instruction as well as the capacity of our children to sit for an exam.  And while we agree a reasonable amount of testing might be necessary to assess our efficacy in educating our children, the cost to instruction, and student emotional health, must be considered.

We in New York State, give a lot more time to testing than we think we do.  We need to be concerned about the amount of instructional time that is lost, and resources diverted, in this process.

In fact time was so short in the parent meeting that Dr. Jacobowitz was able to say very little about the report other than to present a copy to Commissioner Elia.  She did not say all that I have included above.  The Commissioner did not ask for a revote after the “Time on Test” report was presented.

I believe that if the parents/teachers at the meeting had heard the details of the report before they voted, the hand vote would have been much different.

Parents do not want their students sitting for even longer than they already sit for the state testing!  Commissioner Elia’s announcement leaves parents even more resolute in their need to continue to REFUSE the state tests.

NYSAPE’s Response to Tim Kremer, Executive Director of NYSSBA

Timothy Kremer, Executive Director of New York State School Boards Association, wrote an article last week to “encourage” parents to allow their children to take the state tests this year. He believes that enough change is under way and that parents should be ready to get back with the program and let their kids take the tests or as he puts it
parents and teachers in New York State should recognize that testing boycotts are not constructive – especially when everyone is bending over backwards to try to make the very adjustments that parents have sought as quickly as possible.
I wholeheartedly agree with NYSAPE’s response to Mr. Kremer.
In a nutshell
Until the changes we have enumerated are CODIFIED IN LAW and we see them implemented in our children’s classrooms, our opt out numbers will continue to grow.  (emphasis mine)
 *****
 Refuse tests because we love our kids Conversation Heart
Full text of NYSAPE’s letter below:

January 27, 2016

New York State School Boards Association

Attn: Mr. Tim Kremer, Executive Director

24 Century Hill Drive, Suite 200

Latham, NY 12110–2125

Dear Mr. Kremer,

This letter is in response to your commentary titled, “Take yes for an answer,” in the January 25th edition of NYSSBA’s On Board. We would like to thank you for recognizing the role that New York State Allies for Public Education (NYSAPE) have played in being a “vocal and politically effective group of parents and educators opposed to a ‘test and punishment’ culture.” On behalf of the 50-plus grassroots organizations across the state that we proudly call allies in the fight to reclaim our public schools, we wish to respond to some of the arguments you made.

You state that “although our state has shifted from overdrive to neutral on testing, NYSAPE has declared it’s frustrated that ‘nothing has changed.” You continue with several examples where you believe some changes have been made, such as:

  • The governor has “endorsed the recommendations of his Common Core Task Force….”
  • The Board of Regents has placed a moratorium on the consequences for students and teachers of the 3–8 tests for the next four years.
  • A new testing vendor will play a large role in the state tests next year and according to Commissioner Elia, “teachers will be even more closely involved in the vetting and development process.”
  • “In the near future, New York will once again revisit its learning standards, grade-by-grade.”

Unfortunately, promises of change will not suffice until the governor and the legislature change the law. “Endorsements” and “moratoriums” are not changes in law, they are modifications. Furthermore, they are modifications that do nothing for the students taking this spring’s 3–8 tests — tests that will still be developmentally inappropriate, far too long, invalid measures of student growth or knowledge, and provide third party vendors with personally identifiable information without sufficient privacy protections. Moreover, our teachers will still be rated on the basis of unreliable and often invalid local assessments, which will not relieve their anxiety nor the test prep culture that has overtaken our schools.

You continue, “The point is that the state is taking seriously the concerns raised by parents, teachers, and others. It’s hard to understand why NYSAPE thinks further antagonism through test refusals is their best course of action.” Our response to this is we wouldn’t even be having a conversation if over 240,000 brave parents had not chosen to opt their children out of the 3–8 tests. What you call “antagonism”, we call “protecting our children.” Lastly, you include the veiled threat of federal sanctions if schools do not meet the required 95% participation rate for the 3–8 ELA and math tests. No state has ever lost federal funding due to a testing boycott on the part of parents. Taking Title I money away from the neediest students in order to punish parents who are boycotting a testing system that is out of control is not defensible. Any lawmaker or policymaker taking this course of threatening action would be under extreme political fall-out from the people they serve.

If you would like to see parents become a part of the solution instead of viewing them as the problem, we would welcome an opportunity to meet with you and the NYSSBA Board members to further explain what needs to be accomplished before we opt back into the system. Until the changes we have enumerated are codified in law and we see them implemented in our children’s classrooms, our opt out numbers will continue to grow.

Sincerely,

Steering Committee Members of New York State Allies for Public Education:

Jamaal Bowman, Bronx,

Carol Burris, Queens,

Nancy Cauthen, NYC

Chris Cerrone, Western NY

Jeanette Deutermann, Long Island

Tim Farley, Capital Region

Kevin Glynn, Long Island

Leonie Haimson, NYC

Marla Kilfoyle, Long Island

Jessica McNair, Central NY

Lisa Rudley, Westchester

Bianca Tanis, Hudson Valley

Katie Zahedi, Hudson Valley

CC: ​Commissioner MaryEllen Elia, NYS Education Department

NYS Board of Regents

Governor Andrew Cuomo

Secretary of Education Jere Hochman

Assemblywoman Catherine Nolan, Chair of Assembly Education Committee

Assemblywoman Debra Glick, Chair of Assembly Higher Education Committee

Senator Carl Marcellino, Chair of Senate Education Committee

NYS School Boards of Education Members

Bonnie Russell, President of NYS PTA

John McKenna, President of SAANYS

Karen Magee, President of NYSUT

Penalties for Refusing NYS Standardized Tests in 2016?

When parents refused the New York State standardized Common Core tests last spring, there were high hopes that change would be wrought and we wouldn’t have to be talking about refusing the state tests this year.

Unfortunately over 220,000 parents/students refused the tests and yet not much has changed in New York other than the name of the person who is in charge of the New York State Education Department. Commissioner Elia speaks of change but it is mostly in the future and not really in the areas that matter most to parents.

The students will still be taking developmentally inappropriate tests that are excessively long if they do not refuse the 2016 tests.  Even though a new testing company Questar has been hired, the 2016 tests were developed by Pearson.  Fifty percent (50%) of teachers’ evaluation will still be based on testing so testing will be the focus of the classrooms throughout the state.  The ‘official’ word is that a moratorium is being declared on the standardized tests and the results will not be used.  Seems to me like there is no need to administer the tests if the results are not being used.  In fact, for schools in receivership the test scores are being used to determine if the school can get out of receivership so there actually is no moratorium.

NYSAPE Nothing has changed 2016

The question is being asked, are there going to be financial penalties if too many parents/students refuse the state tests in 2016?

You would think we got this settled last year (here and here) but the question raised its ugly head again with a memo from the federal Department of Education in December 2015.  Note that the linked memo is actually an annotated version of the memo including a parental response from Jeanette Deutermann, founder of Long Island Opt-Out and NYSAPE.

According to analysis by FairTest, parents can safely refuse/opt-out/boycott standardized testing without fear of federal penalty to their schools.

In fact, the new Every Student Succeeds Act (ESSA) specifically authorizes states to allow parents to opt their children out of exams. ESSA does require 95% of students to be tested — but individual states have the power to decide what actions to take if too few students take an exam.

Some states have passed legislation protecting parental rights. Here’s the rub – New York State has not passed such legislation.

Assemblyman Jim Tedisco introduced the Common Core Parental Refusal Act in March 2015 which would have given New York State parents the needed protection as well as requiring that parents be notified of their right to refuse.  Unfortunately due to party bickering, the majority party decided to introduce their own version of the bill, that lacked the important parental notification requirement, and neither version was passed.

It is now incumbent upon the New York State legislature to pass the Common Core Parental Refusal Act protecting a parent’s right to refuse standardized testing without penalty to the student, teacher, school or school district.

Don’t believe the hype Cuomo and State Ed are spinning! The Common Core Tests are still around to rob children of their love of learning and teachers of their creatitvy. If the changes they are professing to make to Common Core and to the standards are not lived up to, parents need to have in their back pocket a safeguard to opt their children out of the tests without fear of reprisal. Today, I joined my colleagues to talk about education including moving forward with the opt-out movement and codifying into law with the Common Core Parental Refusal Act (A.6025/S.4161) the right of parents to refuse to have their children take the developmentally inappropriate standardized tests without fear of any penalty to the students, teachers or schools. Sign the petition today at www.refusecommoncore.com!

James Tedisco at New York State Capitol.

Support the Common Core Parental Refual Act by signing the petition here.

Also contact your legislators and tell them to demand that the Common Core Parental Refusal Act A.6025/S.4161 be moved out of the Education committee and voted into law!