Follow the Money

One thing we don't often take into consideration is the role of big money in the field. Think about the different assessment systems you saw over the past two weeks. Who owned the different systems? What does each company have to gain by you using these systems? How are these systems aligned across different contexts (i.e.: do they align with the Common Core, and if so, who gets money from the usage of the Common Core?).

I ask these questions not to be a conspiracy theorist, but to challenge you to get to know the people behind these systems, and what they might have to gain by you using them. One of the things we will be examining is the role of power in the process of assessments; money is one form of power, and therefore, important to examine when we decide which forms of assessment we should be using. Think of Alfie Kohn's readings - what does he have to say about these ideas? Do they match up with your thinking? Are some of his ideas new to you? What were your initial reactions to these ideas?

Some of you may work in settings that provide you with these assessment systems to use. If that's the case, it would not be easy to go in tomorrow and not use them. However, getting to know the background on these systems makes you a more knowledgeable consumer - what might you do with that knowledge?

Let's examine the role of Pearson, a company that sells lots of college textbooks. In fact, it's likely you own at least one Pearson text already. Take a few minutes and watch this video about the role Pearson has been playing in the field of education, and think about why "everyone" hates them. Why are some of the things Pearson is doing so problematic? Think about the complications of a company that has shareholders (most of them are not likely to be educators) that can place pressures on a CEO that have far reaching implications into the lives of the children, families, and fellow staff members (not to mention ourselves) when it comes to assessments.

Next, let's take a look at the Common Core and its connection to Bill Gates. Or Mark Zuckerberg of Facebook fame and the schools in Newark, NJ. Or our Secretary of Education, Betsy Devos's and the role her family's fortune played in the undermining of Detroit's public schools.

Not all of these have to do with assessment per se, but all of them feature the problematic ways that big money can influence our field, and oftentimes, without most educators even aware of what is happening. As advocates of early childhood education, and as knowledgeable professionals, it is incumbent upon us to understand the role big money plays in our field, and to be able to push back when necessary.

As we continue, we will look at different ideas related to assessment that essentially require very little money. What are the pros and cons to these processes? How might one of these systems we saw this week be more appropriate? How might some of these other ideas be a better fit? Keep these questions in mind as we continue, and see what you come up with!