Civil Rights, Education, and Community Groups Demand End to High-Stakes Testing and Call for Moratorium on Charter School Expansion


 “For too long, our nation has labored under the illusion that “shining a light” on inequities is an adequate remedy. Inequitable opportunities are manifestly evident to anyone who cares to look. The use of tests for this purpose has become part of the problem, rather than a solution.” – Jesse Hagopian


Two coalitions, each comprised of hundreds of Civil Rights, Education, and Community Groups, both made public statements to Senate leaders this week demanding an end to high stakes testing.  The Network for Public Education published a letter on July 6th and Journey for Justice Alliance  issued the following statement on July 7th.  Both organizations have engaged in ongoing advocacy raising concern about high-stakes testing and the proliferation of corporate charter schools.  The following is the text of the letter from the Journey for Justice Alliance:

July 6, 2015
Dear Senators McConnell and Reid,
The Journey for Justice Alliance, an alliance of 38 organizations of Black and Brown parents and students in 23 states, joins with the 175 other national and local grassroots community, youth and civil rights organizations signed on below, to call on the U.S. Congress to pass an ESEA reauthorization without requiring the regime of oppressive, high stakes, standardized testing and sanctions that have recently been promoted as civil rights provisions within ESEA.

We respectfully disagree that the proliferation of high stakes assessments and top-down interventions are needed in order to improve our schools. We live in the communities where these schools exist. What, from our vantage point, happens because of these tests is not improvement. It’s destruction.

Black and Latino families want world class public schools for our children, just as white and affluent families do. We want quality and stability. We want a varied and rich curriculum in our schools. We don’t want them closed or privatized. We want to spend our days learning, creating and debating, not preparing for test after test.

In the Chicago Public Schools, for example, children in kindergarten through 8th grade are administered anywhere between 8 and 25 standardized tests per year. By the time they graduate from 8th grade, they have taken an average of 180 standardized tests!   We are not opposed to state mandated testing as a component of a well-rounded system of evaluating student needs. But enough is enough.

We want balanced assessments, such as oral exams, portfolios, daily check-ins and teacher created assessment tools—all of which are used at the University of Chicago Lab School, where President Barack Obama and Chicago Mayor Rahm Emanuel have sent their children to be educated. For us, civil rights are about access to schools all our children deserve. Are our children less worthy?

High stakes standardized tests have been proven to harm Black and Brown children, adults, schools and communities. Curriculum is narrowed. Their results purport to show that our children are failures. They also claim to show that our schools are failures, leading to closures or wholesale dismissal of staff. Children in low income communities lose important relationships with caring adults when this happens. Other good schools are destabilized as they receive hundreds of children from closed schools. Large proportions of Black teachers lose their jobs in this process, because it is Black teachers who are often drawn to commit their skills and energies to Black children. Standardized testing, whether intentionally or not, has negatively impacted the Black middle class, because they are the teachers, lunchroom workers, teacher aides, counselors, security staff and custodians who are fired when schools close.

Standardized tests are used as the reason why voting rights are removed from Black and Brown voters—a civil right every bit as important as education. Our schools and school districts are regularly judged to be failures—and then stripped of local control through the appointment of state takeover authorities that eliminate democratic process and our local voice—and have yet so far largely failed to actually improve the quality of education our children receive.

Throughout the course of the debate on the reauthorization of ESEA, way too much attention has focused on testing and sanctions, and not on the much more critical solutions to educational inequality.

In March, the Alliance to Reclaim Our Schools issued a letter to the House and Senate leadership, with four recommendations for ESEA Reauthorization.:

1. First, there are 5000 community schools in America today, providing an array of wrap around services and after school programs to children and their families. These community schools serve over 5 million children, and we want to double that number and intensify the effort. We are calling for a significant investment in creating thousands more sustainable community schools. They provide a curriculum that is engaging, relevant and challenging, supports for quality teaching and not standardized testing, wrap-around supports for every child, a student centered culture and finally, transformative parent and community engagement. We call on the federal government to provide $1 billion toward that goal, and we are asking our local governments to decrease the high stakes standardized testing with its expensive test prep programs and divert those funds into resourcing more sustainable community schools.

2. Second, we want to include restorative justice and positive approaches to discipline in all of our sustainable community schools, so we are calling on the federal government to provide $500 million for restorative justice coordinators and training in all of our sustainable community schools.

3. Third, to finally move toward fully resourcing Title I of the Elementary and Secondary Education Act, we call on the federal government to provide $20 billion this year for the schools that serve the most low income students, and more in future years until we finally reach the 40% increase in funding for poor schools that the Act originally envisioned.

4. Finally, we ask for a moratorium on the federal Charter Schools Program, which has pumped over $3 billion into new charter schools, many of which have already closed, or have failed the students drawn to them by the illusive promise of quality. We want the resources that all our schools deserve – we don’t need more schools. We need better ones.

So now we are prepared to say, clearly, that we will take nothing less than the schools our children deserve.   It will cost some money to support them, but that’s okay, because we have billionaires and hedge funders in this country who have never paid the tax rates that the rest of us pay. We are a rich country, and we can afford some world class community schools.

As we continue to organize for educational justice, it is that tradition of struggle that will guide J4J, AROS and the scores of organizations who have signed on to this letter.  We are the people directly impacted and will continue to organize in the memory of the great institution builder Ella Baker who said, “Oppressed people, whatever their level of formal education, have the ability to understand and interpret the world around them, to see the world for what it is, and move to transform it.”  Our voices matter.

In Anticipation,
Jitu Brown 
Journey For Justice Alliance 

Journey for Justice (J4J) is an alliance of grassroots community, youth, and parent-led organizations demanding community-driven alternatives to the privatization of and dismantling of public schools systems and organizing in our neighborhoods, in our cities, and nationally, for an equitable and just education system.


The Network for Public Education is an advocacy group whose goal is to fight to protect, preserve, and strengthen our public school system, an essential institution in a democratic society.  Our mission is to protect, promote and strengthen public schools and the education of current and future generations of students. We will accomplish this by networking groups and organizations focused on similar goals in states and districts throughout the nation, and share information about what works and what doesn’t work in public education.  

Seattle Education


This letter was issued on July 7, 2015.

“We respectfully disagree that the proliferation of high stakes assessments and top-down interventions are needed in order to improve our schools.  We live in the communities where these schools exist.  What, from our vantage point, happens because of these tests is not improvement.  It’s destruction.”

Nearly 200 Civil Rights, Community Groups Send Letter to Senate Demanding Fair & Equitable Reforms to ESEA Reauthorization

This week, the Journey for Justice Alliance—a coalition of parents, students, teachers, and community and civil rights organizations—along with 175 other national and local grassroots, youth, and civil rights organizations, sent a letter to Senators Mitch McConnell and Harry Reid demanding that high stakes tested be removed from the civil rights provisions within the Elementary & Secondary Education Act (ESEA) reauthorization bill currently being debated in Congress. Instead, the groups are calling for an end to school closures and privatization and investment…

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