Northwest Voices | Letters to the Editor
Teachers boycott Measures of Academic Progress, get warning
Superintendent Banda should consider teacher feedback closely
For the past few years I have wondered why my daughter’s MAP scores are so varied. From second to fourth grade her MAP scores in math have ranged from 19 percent to 96 percent and everywhere in between.
Thanks to the faculty of Garfield High School, I now understand that my daughter’s scores might be a reflection of a test that was chosen under inauspicious circumstances and with insufficient feedback from teachers [“Teachers opposed to tests get a warning,” NWThursday, Jan. 24]. Without the GHS teachers’ protest, I don’t think the Seattle Public Schools administration would have reconsidered the value of the MAP test.
I am glad Superintendent José Banda has formed a task force to review assessment, but my confidence in the Seattle Public Schools’ administration has been shaken. I implore Banda to take teacher feedback into greater consideration when evaluating the value of these standardized tests.
--Shoshana Driver, Seattle
Matt Chapman’s claims do not apply uniformly
I have a 9-year-old student in my class. He’s a hardworking refugee from Myanmar (also known as Burma). His MAP reading score fell from 180 to 161.
Matt Chapman says MAP “is a precise measurement of student achievement that is tailored to each individual child” [“MAP is the anti-standardized test,” Opinion, Jan. 24]. Either this boy knows a lot less English than he did in the fall, or is he a victim of “leave no child untested.”
Maybe my colleagues at Garfield are right. At least some times, MAP testing is a waste of student time and taxpayer money.
--Mimi Krsak, Seattle