Two weeks ago, we posted our Open Letter to NAEYC – A Call for Leadership in the Field. Since then we have received many emails of support, such as:
The letter is articulate, and provides a strong presentation of the opinions of so many in the membership. Thank you!
I am very concerned about the attention being put on academics for young children without a full understanding of their needs. Please add my name to the letter to NAEYC.
Hurray for DEY! Thank you for helping to unveil and name the gigantic elephant in our collective educational room on behalf of young children and all those who are determined to walk the talk of DAP. Someday, this beast will be tamed for good given the diligence of DEY and countless others who work tirelessly to create a better, more meaningful world for children and families.
I’ll be proud to sign the letter…
As of this morning, 39 early childhood professionals have joined us in signing the letter. Today we are mailing this updated letter to NAEYC. If you are hearing about the letter for the first time, and would like to sign, we can easily add you to the letter posted on our website. Simply send an email to firstname.lastname@example.org and write “Open Letter” in the subject line. Let us know how you would like to be identified.
And, if you are a prek-3rd grade teacher, please to take a few minutes to respond to our current survey of teachers. We want to hear from you about how demands on you have change since you began teaching – and how your teaching and assessments have changed as well. Thank you!
The following letter ran in the December 12th edition of the Boston Globe. See below how grandmother, and retired librarian, Lani Gerson, responds to school funding cuts and her own grandchild’s experience in kindergarten. We share the letter in hopes that her words will inspire others write their own letters that will help shine a spotlight on the current misguided school “reforms.”
School funding priorities are misplaced
DECEMBER 12, 2012
MY HEART sank when I read “Patrick targets local aid to
help cover budget gap” (Metro, Dec. 5), reporting further
reductions in state funding of schools. My grandson had just
come home from kindergarten, sadly reporting that he
couldn’t take out a book during his class’s weekly library
visit. There wasn’t anyone to check out the books.
That’s because, as a result of budget cuts, his school no
longer has a library teacher. She has been replaced with
volunteers. If no volunteer shows up, no books are checked
At a time when children are not supposed to be left behind,
when schools are being badgered to race to the top, when
students are constantly “assessed” and tested (at no small
expense), funding for schools is continually cut.
How are children supposed to get invested in learning to
read when they can’t even check out a book from their
And then, if my grandson fails to pass reading tests, his
teachers will be punished, not the political officials and
supposed education experts who are taking schools down
this dangerous route.
The writer is a retired librarian in the Newton Public Schools.
In response to the ever-increasing emphasis on high-stakes testing and the negative impact this is having on authentic teaching and learning, The American Federation of Teachers (AFT) has launched a new campaign, “Learning is More Than a Test Score”. This campaign combines collaborative planning opportunities, ideas for activism and a website for sharing research, testimonials and news.
From the website:
Since the implementation of No Child Left Behind, we’ve seen a growing fixation on high-stakes testing as a central piece of the effort to improve schools. Unfortunately, the result has been exactly the opposite. The low-level, high-stakes tests that now hang over our teachers and students—and their extreme misuse as a result of ideologically and politically driven education policy—have seriously damaged our public education system.
Appropriate assessments are an integral part of a high-quality education system. But an accountability system obsessed with measuring, which punishes teachers and schools, comes at a huge cost. Vital parts of the curriculum—arts, music and physical education, to name a few—are being shortchanged or abandoned because they are not subject to testing. Teachers have been forced to spend too much time on test preparation and data collection, at the expense of more engaging instruction. As a result, our students aren’t getting the opportunities they need to learn how to think critically and creatively, which is essential to a 21st-century education.
One action step is to sign AFT’s public petition which begins, “I believe the growing fixation on high-stakes testing is damaging our public education system. It’s time to make sure that teaching and learning—not testing—drive classroom instruction so that we can give all children the rich, meaningful public education they deserve…”
Here at DEY, we urge you to sign the petition and spread the word to colleagues, parents and community members.