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关于留学那些事儿——华樱出国原创手绘视频
传递正能量，西南举办首次公益快闪
华小樱心语：
　　我们为逝者痛心，同样在昨天，一群学生却用行动传递了正能量，让我们仍然相信，世界有爱，身边有爱。华樱教育集团发起的&爱@世界&公益组织进行了这场爱的传播，用实际行动感动着世界，感动着身边的人。
　　3月1日下午1点，来自树德中学国际部、成都七中、石室中学等多所学校的学生&潜伏&在成都来福士购物中心各处。而广场中央，一位戴着假发、由学生扮演的老太太突然摔倒，紧接着从箱子里出来的学生一起上前扶起&老人&，定格在原地。音乐响起，扶老人的学生唱起《让世界充满爱》，四面八方不断有学生加入演唱；随后演绎的歌舞&&小虎队的《爱》让围观的路人也加入舞动的队伍中。收尾歌曲《时间都去哪儿了》更是让现场充满了温情。歌曲结束，学生们亮出了横幅&爱@世界志愿者倡议：尊爱老人&，并大声喊出&常回家看看&，随后迅速闪离广场。
　　围观人群中，很多人表示被感动了一把。67岁的孙女士对笔者动情地提到，&娃娃们的心意真的很难得！现在好多人看到老人摔倒都不敢去扶，还有，父母退休在家，确实很想子女经常回家看看。我第一次看快闪，这种新颖的公益活动简直有想法。&
（图文转自：腾讯大成网,查看原文可点击本文最下方的&阅读原文&）
　　此次快闪堪称西南地区首次大型学生公益快闪活动。&爱@世界大型青少年公益活动&是华樱教育组织的、西南地区最具创新性的青少年公益活动团体，目前已有近千名学生报名参加，遍布成都、重庆、贵阳。爱＠世界由华樱资深教育导师团队做督导，鼓励学生自主策划、自主宣传，用社会调查、快闪活动等许多创新的形式宣传尊老、健康、环保、关爱动物等公益主题。通过长期的公益奉献，能锻炼青少年的沟通能力、人际交往能力、策划组织能力、创新能力、培养孩子们的社会感与团队精神。爱＠世界的学生们用创意传递正能量，在社会各界引起广泛的关注。如果您也想加入我们的队伍，那就现在回复&爱＠世界&报名参加吧！
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“爱@世界”大型快闪活动火热报名中！
　　想贴上Flash Mob（快闪族）的标签吗？&
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　　3月成都大事件，由你来呈现！&
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　　&爱@世界&大型青少年公益活动是华樱教育专为青少年策划的长期性公益活动，目前已有几百名学生报名。通过长期的公益奉献，能锻炼青少年的沟通能力、人际交往能力、策划组织能力、创新能力，培养他们的社会责任感与团队精神。
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新年送好书，实现名校梦！
活动主题：&新年送好书，实现名校梦！&
活动时间：即日起至2月6日
活动内容：邀请1位小伙伴关注&&微信，你的小伙伴向小樱回复&我要费思克&或&我要如何抢录&并附上你的ID名称，你和你的小伙伴即有机会一起获得小樱独家奉送的新年书籍！（每个ID限回复一本书）本活动将在树德中学国际部微信同时进行，关注树德中学国际部将有双重机会获得奖品哦！
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书目简介：
　　《顶尖名校费思克》提供关于美国高校申请文写作的权威指导，分15个话题列出109篇优秀范文，全部由高校成功申请者写就，附有专家细读，极具参考性。书中详细教你寻找话题，构思开头，叙述情节，提醒你应该避免的典型错误。帮你轻轻松松实现留学梦想！
　　《如何让美国大学抢着录取你》高中时GPA只有2.04，但作者凭借独特的申请策略，成功获得多所名校录取，让所有人跌破眼镜。作者现在是全美著名的大学申请专家，他创办的和，致力于指导和帮助大学生申请大学。他拥有堪萨斯州立大学学士学位，市场传播学硕士学位、MBA学位。现在和妻子、两个孩子生活在芝加哥。
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“爱@世界”青少年公益系列之“唱出爱”大型快闪活动
项目组志愿者招募
　　如你所知，火热全城的&爱@世界&青少年公益活动第二季即将启动！
　　3月1日，我们将举行&唱出爱&大型快闪活动。
　　如果你是在校中学生；如果你对热心公益/奉献社会有点想法；如果你对时下流行的快闪活动有点想法；如果你对参与大型活动的策划组织有点想法；如果你对与业界精英合作共事有点想法；如果，你有点想法！
　　那么，加入活动项目组是你绝好的机会！
　　我们想要这样的你：
　　会说话&&擅长交流沟通
　　能做事&&组织策划能力强大
　　好相处&&团队精神必不可少
　　动脑子&&创新思维
　　我们给你提供：
　　一次公益活动/商业场地混搭的触电
　　一次深度参与大型活动核心策划的机会
　　一次与业界精英合作的契机
　　一张中英文公益活动组织者证书
　　你将完成的任务：
　　1月29日-3月1日期间
　　参与项目组核心成员会议
　　完善活动总策略新创意
　　各阶段方案策略执行
　　活动人员邀约/组织
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　　我们将经过筛选最终确定志愿者，并将在3个工作日内发出通知。
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英语中常见的100个中国成语
&1.爱屋及乌 Love me, love my dog2.百闻不如一见（眼见为实 ）Seeing is believing3.比上不足比下有余 worse off than some,
to fall short of the best, but be better than the worst4.笨鸟先飞 A slow sparrow should make an early start5.不眠之夜 white night&6.不以物喜不以己悲 not pleased by external gains, not saddened by personnal losses7.不遗余力 do one's best8.不打不成交 No discord, no concord9.拆东墙补西墙 rob Peter to pay Paul10.辞旧迎新 bid farewell to the old
ring out the old year and ring in the new&11.大事化小小事化了 try first to make their mistake sound less serious and then to reduce it to nothing at all12.大开眼界 open one' broaden one' be an eye-opener13.国泰民安 The country flourishes and people live in peace14.过犹不及 going too far is as bad as
beyond is as wr too much is as bad as too little15.功夫不负有心人 Everything comes to him who waits&16.好了伤疤忘了疼 once on shore, one prays no more17.好事不出门恶事传千里 Good news never goes beyond the gate, while bad news spread far and wide18.和气生财 Harmony brings wealth19.活到老学到老 One is never too old to learn20.既往不咎 let bygones be bygones&
&21.金无足赤人无完人 Gold can't be pure and man can't be perfect22.金玉满堂 Treasures fill the home23.脚踏实地 be down-to-earth24.君子之交淡如水 the friend ship between gentlemen i a hedge between keeps friend ship green25.礼尚往来 Courtesy calls for reciprocity&26.留得青山在,不怕没柴烧 Where there is life, there is hope27.马到成功 achie win instant success28.名利双收 gain in both fame and wealth29.茅塞顿开 be suddenly enlightened30.没有规矩不成方圆 Nothing can be accomplished without norms or standards&31.每逢佳节倍思亲 On festive occasions more than ever one thinks of one's dear ones far away.It is on the festival occasions when one misses his dear most32.谋事在人成事在天 The planning lies with man, the out come with Heaven. Man proposes,God disposes33.弄巧成拙
Cunning outwits itself34.拿手好戏 masterpiece35.赔了夫人又折兵 throw good money after bad&36.抛砖引玉 a modest spur to induce others to come forward with va throw a sprat to catch a whale37.破釜沉舟 cut off all means of retreat；burn one's own way of retreat and be determined to fight to the end38.抢得先机 take the preemptive opportunities39.巧妇难为无米之炊 If you have no hand you can't make a fist. One can't make bricks without straw40.千里之行始于足下 a thousand-li journey begins with the first step--the highest eminence is to be gained step by step&41.前事不忘后事之师 Past experience, if not forgotten, is a guide for the future42.前怕狼后怕虎 fear the wolf in front and the tiger behind hesitate in doing something43.强龙难压地头蛇 Even a dragon (from the outside) finds it hard to control a snake in its old haunt - Powerful outsiders can hardly afford to neglect local bullies44.强强联手 win-win co-operation45.瑞雪兆丰年 A timely snow promises a good harvest&46.人之初性本善 Man's nature at birth is good47.人逢喜事精神爽 Joy puts heart into a man.48.人海战术 huge-crowd strategy49.世上无难事只要肯攀登 Where there is a will, there is a way50.世外桃源 a fictitious land of peace away from the turmoil of the world&
&51.岁岁平安 Peace all year round52.上有天堂下有苏杭 Just as there is paradise in heaven, ther are Suzhou and Hangzhou on earth53.塞翁失马焉知非福 Misfortune may be an actual blessing54.三十而立 A man should be independent at the age of thirty.At thirty, a man should be able to think for himself55.谁言寸草心报得三春晖 Such kindness of warm sun, can't be repaid by grass&56.时不我待 Time and tide wait for no man57.说曹操，曹操到 Talk of the devil and he comes58.实践是检验真理的唯一标准 Practice is the sole criterion for testing truth59.山不在高，有仙则名 No matter how high the mountain is, its name will spread far and wide if there is a fairy60.韬光养晦 hide one's capacities and bide one's time&61.糖衣炮弹 sugar-coated bullets62.天有不测风云 Anything unexpected may happen. a bolt from the blue63.团结就是力量 Unity is strength64.歪风邪气 unhealthy practices and evil phenomena65.物以类聚，人以群分 Birds of a feather flock together&66.望子成龙 hold high hopes for one's child67.屋漏又逢连阴雨 Misfortunes never come singly. When it rains it pours68.文韬武略 military strategy69.唯利是图 draw water to one's mill70.无源之水,无本之木 water without a source, and a tree wiithout roots&71.无中生有 make create something out of nothing72.无风不起浪 There are no waves without wind. There's no smoke without fire73.新官上任三把火 a new broom sweeps clean74.心想事成 May all your wish come true75.心照不宣 have a tacit understanding&76.先入为主 First impressions are firmly entrenched.77.先下手为强 catch the ball before the bound78.像热锅上的蚂蚁 like an ant on a hot pan79.现身说法 warn people by taking oneself as an example80.息事宁人 pour oil on troubled waters&&
&81.喜忧参半 mingled hope and fear82.循序渐进 step by step83.严以律己,宽以待人 be strict with oneself and lenient towards others84.有情人终成眷属 Jack shall have Jill, all shall be well85.有钱能使鬼推磨 Money makes the mare go. Money talks&86.有识之士 people of vision87.有勇无谋 use brawn rather than brain88.有缘千里来相会 Separated as we are thousands of miles apart, we come together as if by predestination89.与时俱进 advance with times90.以人为本 people foremost&91.因材施教 teach students according to their aptitude92.英雄所见略同 Great minds think alike93.冤家宜解不宜结 Better make friends than make enemies94.冤假错案 cases in which people were unjustly, falsely or wrongly
unjust, false or wrong cases95.一言既出，驷马难追 A real man never goes back on his words&96.招财进宝 Money and treasures will be plentiful97.债台高筑 become debt-ridden98.致命要害 Achilles' heel99. 纸上谈兵 be an armchair strategist100.左右为难 between the devil and the deep blue sea&
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?&微信号：huaying1992　（也可扫描下面的二维码添加哦&）
IELTS、TOEFL、SAT考试将大调整
　　雅思考试迎来第五次涨价，国外名校录取也在陆续发布中。今年国外名牌大学对IELTS、TOEFL、SAT成绩的高要求，成为学生和家长的关心点。2014年几大语言类考试有何调整？小樱为大家做了一个整理，同时奉上华樱外语教学总监吴娱老师对症下药的&应对锦囊&。&
　　IELTS（雅思）：阅读难度增加&
　　雅思阅读题难度增加，主要体现在可以靠方法技巧来解决的题目减少，偏向理解类的题目增多。其中，对文章理解度要求很高的配对题，比例上升了。口语题增加了少量新题型，出现了类似&家族生意&等非常规题。听力题相对稳定，但选项设置上陷阱较多，考生容易出错。&　　【应对锦囊】　　雅思备考时间应提前，以前3个月，现在最好是4到5个月。像预备高三考雅思的学生，能从高一开始积累单词是最好的。&
　　TOEFL（托福）：难度增加&　　2014年托福考试难度会增加，阅读题十大题型中的指代题不再单出了，而是深入到其他题型。比重最大的是词汇题和细节题。听力板块考试整体难度提升。尽管题型基本没有变，依旧是对话和模拟课堂，以教育类为主，但今年的发音增加了一些英式英语，相比原来的纯美式英语，考生可能会不太适应，觉得比较难听懂。&　　写作题难度系数没有变大，但题目更趋于生活化，会出现一些类似口语题的题目，像&我的穿着决定我的性格&等。独立写作部分的考题，把一些热门常考类（教育类）话题和日常生活的小例子结合在了一起。综合写作部分，依旧是生物类为主体，但是艺术类的题目比重加大了。&
　　【应对锦囊】&　　1、把《王玉梅托福词汇》背熟，再使用老师上课讲到的技巧，比如排除法，将几个选项的关键词，都去原文套一遍，依次排除不靠谱的选项，拿下阅读题！&　　2、听力不建议专门去找英式英语听，关键还是要调整考试心态。英式和美式发音是有区别，但不是本质上的区别，只要在背单词时，把每个单词本身的读音搞清楚，到时肯定都能听懂。&　　3、写作训练讲究长期性，最好把2013年的北美题做一遍，不是每一篇都要写，但起码是把思路理一遍。托福会有加试部分，目前加试题只出现在阅读和听力板块，但究竟哪道是加试题并不会专门标注出来，考生应认真对待每道题，不要抱侥幸心理。&
　　SAT（美国高考）：部分考点微调&　　SAT在阅读和语法上，基本知识点和考点保持稳定，只是部分考察点有比例上的微调。比如语法方面，动词和修饰语考察部分的比例大幅提升，同时统计显示，E选项（没有错误）的比例略有上升。数学方面，考点和难度相对稳定，其中代数和几何比重稍大。&
　　【应对锦囊】&　　1、注意扩大词汇量。虽然SAT一直没有词汇大纲，但想要取得不错的成绩，12000左右的词汇量是最低要求。&　　2、阅读英文原版小说。大量阅读英文原版小说，尤其是19世纪的美国文学作品，借此提高阅读能力，培养语感，巩固词汇。新的考试加入了全球化的内容，要求学生要有更广的阅读面和更深厚的知识积累，那些综合能力强、知识面广的学生会更占优势。&　　3、熟悉和适应SAT的题型。对于自学考生，建议购买《SAT官方指南》，而对那些期望短期内出成绩的同学，建议参加SAT的培训。
　　【华樱外语】寒假破冰计划！西大街、光华双教学区同步热招，2013年3大热门课程IELTS、TOEFL、SAT限额15人小班，基础、强化、提升课程全线开启，我们满足每个语言学习阶段的你！1月20日之前报名享全线课程9折优惠~~寒假名师热线：028-！
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?&微信号：huaying1992　（也可扫描下面的二维码添加哦&）
【华樱外语】寒假破冰计划！
　　　　　　2013年三大热门课程（雅思集训营、托福TPO模考班、SAT真题模考班！）15人制限额热招！6小时浸泡式、全日制英语集训！寒假名师专线：028-&
*名师助力寒假集训：托福听力满分、雅思8.5、树德国际教师加盟！
*西大街、光华双教学区同步热招！
*新年9折特惠月：1月20日前报寒假课程享留学、培训全线9折特惠！（每班限额15人）
*电话、上门咨询均有机会获新年大礼包！电影票、IPad mini等你拿！
【寒假课程安排】
【上课时间及学时】日&日日&日共60学时&
【雅思过7、托福冲100、SAT拼2000】名师专线：028-&
如果亲喜欢此条信息，可以转发分享给朋友哦~
　　　　　&
?&咨询热线：028-
?&地址：成都市二环路西二段19号仁和春天广场A座9楼(免费停车)
?&新浪微博：@华樱出国
?&微信号：huaying1992　（也可扫描下面的二维码添加哦&）
99%的人不知道的微信功能！
&　　大家天天都在玩微信，但以下11个好用的技巧，你不一定全都知道！看看小樱分享的内容，肯定能有收获！
1、怎样快速查看未读消息？
　　如果你有很多消息，有的没来得及看，双击底部的&微信&，就能快速定位到未读的消息。
2、说错话了，怎样取消语音发送？
　　当你按住了语音，但又不想发布的时候，怎么办？这时只需手指不要放开，向上滑动即可取消发送。
3、天天玩微信，会消耗多少流量？
【语音流量】0.9-1.2k/秒，30M流量可收发约1000条语音
【文字流量】1M可发约1000条文字消息
【图片流量】根据原图压缩至20-200k/张
【上传通讯录】2k/100人
　　微信在后台运行一个月消耗约1.7M流量
4、怎么读文字消息最爽？
　　当朋友发来一段很长的文字，双击文字放大，就能全屏大字阅读，看起来超舒服。
5、怎样保存与朋友们的所有聊天记录？
　　长按消息选&更多&，再勾选所有你要保存的消息，点右下角的【&&&】，选大象图标就可以了。
　　还可以将聊天记录备份到你的电子邮箱(或你的印象笔记私有邮箱)！
　　Android手机更可以直接将聊天记录，在手机中保存进印象笔记，非常方便。
&6、怎么打字比别人快？
　　在聊天界面中，点击右下方的&+&，选择&语音输入&，点&麦克风&说话，你说的话就会变成文字，速度非常快。
7、怎么把微信当电话打？
　　用语音通话！和好友开启右下角&+&中的&视频聊天&，接通后如图，将视频关闭就好啦。
8、没带数据线，怎么往手机上传东西？
　　用微信网页版，用电脑登录，然后打开手机端的&发现&扫一扫&，就能传输电脑中的文件到手机了。
9、怎么看喜欢的公众号以前发的消息？
　　点该公众号的&查看历史消息&全部看到。
10、长辈老花眼，怎么用微信？
　　只需帮长辈将微信的&我&设置&通用&字体大小&设置为&超大&。字就会变得非常大，非常适合长辈使用。
11.在微信的通讯录界面，点击右上方&添加&、点击&查找公众&再输入以下内容。如下：&&&
输入：城市+天气
例如：深圳天气
输入：快递名称+运单号
例如：顺丰
输入：城市+公交+线路
例如：深圳公交13路
输入：城市+公交+站点
例如：深圳公交华侨城站
● 查火车余票
输入：火车+车次
例如：火车D6209
● 站点到站点查询
输入：火车+站点到站点
例如：火车厦门到深圳
输入：火车+站点到站点，时间
例如：火车厦门到深圳，0908
即可查询9月8日当天火车余票
输入：体彩+彩票名称
例如：体彩双色球
输入：糗事，即可看糗事。
输入：谜语，即可猜谜语。
输入：梦见+关键词
例如：梦见美女
输入：股票+股票名称/代码/拼音缩写
例如：股票万科
先发送地理位置，再输入：附近便利店，附近酒店，附近厕所
先发送地理位置，再输入：路况
输入：笑话，即可看笑话。
输入：姓名+人品
例如：里刚人品
输入：翻译+文字或者@+文字
例如：翻译保持童真/@保持童真
● 健康指数
输入：身高+体重
例如：高175 重60
● 号码吉凶
输入：吉凶+号码
例如：吉凶
● 音乐搜索
输入：音乐+歌名+歌手
例如：音乐江南style鸟叔
● 成语接龙
输入：正确的成语，即可玩接龙游戏。
例如：一生一世
● 诗歌接龙
输入：诗词的任意一句，会自动读出下一句。
例如：床前明月光
● 英语4-6级
输入：cet+姓名+准考证号
例如：cet里刚023
● 身份证归属地查询
输入：身份证+号码即可。
例如：身份证440606********4028
● 文字转语音
输入：朗读+文字
例如：朗读欢迎关注道里广告
● 步行导航
先发送地理位置，再输入：步行+某地到某地
例如：步行世界之窗到华侨城创意文化园
● 驾车导航
先发送地理位置，再输入：驾车+某地到某地
例如：驾车世界之窗到华侨城创意文化园
● 公交导航
先发送地理位置，再输入：公交+某地到某地
例如：公交世界之窗到华侨城创意文化园
● 附近搜索
先发送地理位置，再输入：附近+关键词
　　每一天，我们都努力追求做的更好，您的轻轻一点，分享给更多的人，就是对我们工作的最大认可！小樱再次谢谢大家咯！&
　　如果亲喜欢此条信息，请转发分享给朋友~
　　　　　　　　　　　
微信公众号：华樱出国（微信号：huaying1992）
新浪微博：@华樱出国
咨询热线：028-
地址：成都市二环路西二段19号仁和春天广场A座9楼(免费停车)&
微信朋友圈里的12种大仙，快看你是哪一种？
1、广告型。常年发着各种广告（衣服、化妆品&&）　
2、自恋型。甭管是刮风下雨，天天就是各种自拍。
3、虚荣型。只要坐在车里，到了复合式房间必须要留下跟车和楼梯的合影。
4、炫富型。人艰不拆&&
5、驴唇不对马嘴型。文字内容和照片一点不搭边，就是瞎扯。&
6、拍饭型。无论饭前饭后必须照相，总拿着手机先消毒，然后再吃饭。&
7、怨妇型。一天到晚只会发自己多么痛苦，悲伤，累，辛苦，别人怎么对自己不好&&
8、情种型。除了爱情似乎什么都没有意义，三句不离男人/女人，为情生为情死。
9、花痴型。偶像控，天天发些韩国，日本，外国的偶像美女帅男，自言自语感慨万分。
10、乱点赞。不管你是开心不开心，无论你发个什么东西他们都乱点赞。&
11、转发型。很少发与自己有关的事情，每天就做无私的流量消耗者，转发着以上十种人的各种信息!&
12、闷骚型。只看别人的，自己从来不转发。&
　　如果亲喜欢此条信息，请转发分享给朋友~
　　　　　　　　　　　
微信公众号：华樱出国（微信号：huaying1992）
新浪微博：@华樱出国
咨询热线：028-
地址：成都市二环路西二段19号仁和春天广场A座9楼(免费停车)
站长在关注The failure of testing
President Bush wants to "test every child, every year." But a growing movement of families and teachers insists this is a formula for mediocre schooling and stressed-out kids.
George W. Bush,
“Not everything that counts can be counted, and not everything that can be counted counts.” – Albert Einstein (from the opening page of the
of Parents Across Virginia United to Reform Standards of Learning) In the familiar arc of a typical school year, May used to be a merry, merry month of giddiness and anticipation. Warm weather, tube tops, the proximity of summer — it was the pixilating curtain raiser to liberation in June. Now, however, it is a mean season of standardized testing in which the stakes are high and the feelings of dread and resentment are pervasive. And this year, as students, parents and school administrators across the country take a stand against academic brinkmanship, May has become a month of rebellion. In just the past two weeks, protests against high-stakes testing have sprung up in Marin County and Oakland, Calif., and in Scarsdale, N.Y., where an impressive SWAT team of parents managed to get 67 percent of the 290 eighth graders in the district to boycott the state’s standardized tests. (More than 35 percent of students at one Marin high school and more than 22 percent at another boycotted tests last week.)
More demonstrations are planned for this month at schools in Seattle, Boston, Detroit, Los Angeles, Albany, N.Y., and Tucson, Ariz. — just the latest round of rebellion to follow a pioneering spate of protest in states like Massachusetts, Ohio, Wisconsin and Florida over the past three years. Using old-fashioned strategies of grass-roots organizing, along with recently acquired savvy about the media, parents, teachers and students are joining forces to publicly oppose the use of standardized tests to make important decisions about the fate of students, the future of school funding and the direction of curriculum from kindergarten to 12th grade. While there are those among the anti-testing rebels who oppose all standardized tests on the grounds that they fail to measure creative intelligence and discriminate against low-income, urban and minority students, many of today’s protesters, including teachers who believe in the value of standardized tests, specifically oppose the use of student scores as the sole criterion for “high-stakes” decisions such as whether to promote children to the next grade, allow them to graduate or put them on a tracking system in their schools. Says Michele Forman, a Middlebury, Vt., teacher who was named the country’s “Teacher of the Year 2001, “It’s like doing brain surgery with a jackknife. Learning and teaching is messy stuff. Students just don’t fit into bubbles.” School administrators — most of whom support standardized testing as a diagnostic tool — also are fighting such testing, the scores of which are used more and more frequently to cut school funding, redefine curriculum or make wholesale changes in administrative staffing. Chief among the demands of the protesters against high-stakes testing is that lawmakers reject President Bush’s proposal to test “every child, every year” from Grade 3 to the end of high school as a way to evaluate school performance and assign funding. Not only does the constant tallying of test scores obscure the finer points of student and teacher achievement, say critics of the plan, it creates an intolerably stressful learning environment for children. Late last month, a group called the Alliance for Childhood, which includes four of the country’s most highly regarded child and adolescent psychiatrists, issued a statement warning the federal government to “rethink the current rush to make American children take even more standardized tests.” Signed by Robert Coles, Alvin Poussaint, Stanley Greenspan and Marilyn Benoit, among others, the statement cited evidence that “test-related stress is literally making many children sick.” Proponents of high-stakes testing nationwide call teacher opposition to testing a predictable reaction to increased accountability. They believe that teachers are part of “the education monopoly” and are prepared to avoid scrutiny at any cost. Referring to a Marin County School Board member’s support of test boycotts on the grounds that testing “warps the curriculum,” conservative columnist Debra J. Saunders wrote in the San Francisco Chronicle: “Which is true. It warps the curricula so that schools have to teach certain things to all California children. How terrible. Boo hoo.” Other critics dismiss the parent backlash on high-stakes testing as an expected blip that is not yet worthy of serious attention. “It’s the reliable ‘less than 5 percent’ of protestors who, plus the usual coterie of education professors and ideologues, always appear along with the tests,” writes Richard Phelps, author of “Why Testing Experts Hate Testing,” published by the conservative Fordham Foundation in the right-wing watchdog online magazine Education News. He adds, “The movement is a long way from achieving critical mass.” The Education Leaders Council, a conservative think tank, responded to the Alliance for Childhood’s warning about the stress of tests with a statement by its chairman, Jim Nelsom, who is the Texas commissioner of education. “We agree that testing certainly can be stressful,” he said, “but learning to manage stress is a part of learning to live. “My fear,” he continued, “is that this statement by the Alliance for Childhood is just one small part of a larger choreographed effort on the part of opponents of testing to attack the Bush education plan.” Every state in the country except Iowa has some form of statewide standardized testing. Initially, the exams were meant to function as a simple diagnostic tool, part of a larger program of assessment, like portfolios of work showcasing what students have created and achieved over a period of time. In fact, makers of standardized tests have issued disclaimers with their products, discouraging the use of scores for any high-stakes purpose.
According to the
of the American Educational Research Association, a professional organization that represents designers of the tests, “decisions that affect individual students’ life chances or educational opportunities should not be made on the basis of test scores alone … when there is credible evidence that a test score may not adequately reflect a student’s true proficiency.” But as increased funding for public schools has dwindled and anxiety about declines in students’ basic skills has intensified, states have begun to use standardized tests for purposes that their creators never intended. Thirty-eight states, including districts in North Carolina, Texas, California, Colorado and Kentucky, now award teachers merit pay, give administrators bonuses and, in some cases, grant student scholarships to state universities based on students’ performance on standardized tests. And in many of these states, incentives for high scores are coupled with new penalties for disappointing scores. In some districts, students cannot be promoted to the next grade if their scores fall below a certain level. Younger students with low scores might be place older students with low scores might not be allowed to graduate from middle school or high school. Some state boards of education use low test scores to declare a school “nonachieving,” a move that can lead to the closure of the school, the firing of its teachers and the distribution of private-school vouchers to students of the school. At the moment, only 15 states meet the “test every grade, every year” ideal proposed by President Bush in his education bill, which turns, in part, on the use of student test scores to determine school viability. Nonetheless, the mere prospect of the rule has been a huge factor in the spread of awareness and rebellion against high-stakes standardized testing. Some of the earliest complaints about such tests bubbled up in impoverished urban neighborhoods and working-class districts where testing was seen to discriminate against students who are poor, black, Hispanic and/or urban. Failure rates for poor students, as well as for those with special needs or in vocational programs, have been devastatingly high in state testing. Nearly half the students in Massachusetts, for instance, failed last year’s math and E in some cities, that rate was nearly doubled for black and Hispanic students.
Some blame for the low scores is attributed to bias in test design, but much of the disappointing data is accepted as concrete evidence of an “achievement gap,” in which underprivileged students receive substandard education in public schools. Initially, concerned teachers and parents believed that test scores’ proof of a gap would lead to an infusion of resources into low-scoring schools. But now many of them believe that the scores — taken alone — have been used to discredit the schools and unfairly penalize the teachers and students for their poor performances. Says Allen Flanigan, a parent active in test protests in Virginia, “High-stakes testing applies a crooked yardstick to mismeasure schools. It doesn’t tell us anything about schools we don’t already know from the massive amount of testing already done.” Adds Alisa Gilmore, an organizer of the anti-test protests this week at Oakland High School in California, “We don’t need another test to tell us how bad our schools are — what we need is money for smaller classes, new facilities, more counselors, student centers and qualified teachers.” Gilmore, an activist with Kids First, a child advocacy community group, joined the protesters in demanding that California Gov. Gray Davis end high-stakes testing and redirect the $677 million allocated for testing to state schools with the greatest need. In California, where Star 9 (Stanford Achievement Test, Ninth Edition) tests have been used for the past three years in Grades 2 through 11 to assess student academic achievement, the improvement ratio that the state demands from each district’s score is called the API — Applied Performance Index. It is commonly referred to among its critics as the “Affluent Parent Index.” And increasingly, it is affluent parents, as well as home-schoolers of every stripe, who are organizing protests and boycotts of high-stakes testing — with growing success. Many of these parents, whose children enjoy privileges that make them largely immune to test-based discrimination, oppose the tests because of their impact on curriculum and learning.
Says Flanigan, “Learning to be a good test taker is poor preparation for life. Accountability and testing have been tried before, and resulted in the ‘Lake Woebegon’ effect: the appearance of improvement without any actual improvement.” He points to Texas as an example: Students there showed marked improvement on high-stakes standardized tests, but they showed no gains on nationally normed tests like the SATs. Parents in affluent Scarsdale had similar complaints. Those who took their children out of school for the testing period earlier this month said their concerns are not just with the misuse of standardized test scores, but with the increased class time spent preparing for them. In Marin County, another region of sizable wealth, high school students worked as strenuously as parents to oppose testing, largely because they find “teaching to the test” to be stultifying. One flier circulated by the Marin Students for Liberating Education in last week’s boycott of tests read: “The Star Test is a fraud. Your teachers know it. You know it. It replaces excellence with mediocrity and real learning with test preparation. It steals your education and wastes your time. It distorts curriculum and leaves little time for intellectual inquiry. You can help stop this travesty. You can take a principled stand against it.” Some of the earliest — and most effective — testing protests began in Massachusetts, where members of the state Board of Education, appointed by Republican Govs. Bill Weld and Paul Cellucci, increasingly championed the positions of right-wing think tanks with which they were affiliated. (Among the board members were Charles Baker, a founder of the Pioneer Institute, and Abigail Thernstrom, a fellow at the Manhattan Institute who was just named by President Bush to the U.S. Civil Rights Commission.) A loud proponent of high-stakes testing, the board instituted the Massachusetts Comprehensive Assessment System (MCAS) tests as “bars” to be leapt by students who hoped to graduate in 2003. Linda Sarage, a Hatfield, Mass., sixth-grade teacher, responded to the move by inviting a few other teachers and neighbors opposed to the tests to come to a small meeting in December 1999. Much to her surprise, the group swelled, mostly by word of mouth, to 150 parents and teachers, including Mary Ginley, “Massachusetts Teacher of the Year” that year. Shortly thereafter, the group joined forces with a similar organization in eastern Massachusetts called MassParents to form CARE, the Coalition for Authentic Reform in Education, an organization that has collected more than 12,000 signatures on a petition asking state legislators to back down from demands to use MCAS as the single evaluation for graduation. CARE has supported the systematic, town-by-town lobbying of school committees, which have issued position papers against MCAS as a high-stakes assessment and worked with legislators to introduce 45 bills intended to prohibit the use of MCAS for high school graduation, for admission to state colleges and universities and as a way to rank and penalize schools. (These bills will be heard this spring, and legislators know that there is a major group of state voters anxiously awaiting the outcome.) This past fall, CARE sponsored several highly successful district referendums that showed voter discontent with high-stakes testing.
“Most of the people volunteering to work with CARE are not normally activists,” says Jackie Dee King, CARE coordinator in Boston. “Many people stand up in the audience where I give talks, in towns like Swampscott or New Bedford, and say, ‘I’m not that kind of a person, but this thing has gone too far.’” With 30 statewide chapters, CARE is part of a network of local and statewide school committees, school superintendents, labor unions, religious groups and civil rights groups. These organizations have now joined together under the banner of a group called the Alliance for High Standards NOT High Stakes. This group is facing off against a similarly organized business group, which supports the MCAS, called Business for Better Schools. The latter group is reportedly about to kick off an ad campaign to convince voters that if the MCAS is good for business, it’s good for schools. Meanwhile, with Gov. Cellucci’s appointment by President Bush as the U.S. ambassador to Canada, acting Mass. Gov. Jane Swift, a champion of high-stakes testing, is in charge. She quickly declared her support of accountability for this year’s 10th graders. CARE’s response was to produce a button: “MCAS — Not So Swift.” Parents and teachers are defiant. Says Sarage: “This is my passion. Working on MCAS issues is the only way I can walk into my classroom and hold my head high. This whole standardized testing movement is like being on a moving walkway. Working actively against it allows me to keep my sanity.” Adds former state Judge Sumner Kaplan of the American Jewish Congress, which is a member of the newly formed Alliance for High Standards: “Businesses may have the money, but we have the people and the power.” Indeed, just two years ago in Wisconsin, parent-organized protests against the state’s use of a single test as the basis for promotion or retention of students in Grades 4 and 8, as well as for graduation for older students, were extraordinarily successful. The parent-run Advocates for Education of Whitefish Bay Inc. (AFE) managed to push the state Legislature to include the right of parents to “opt out” — to choose to have their children boycott the tests without retribution. And AFE is at it again, testifying before state legislators as the Board of Regents considers reviewing its new policy requiring mandatory student compliance with the tests for admission to a University of Wisconsin campus. These are “some of the largest grass-roots efforts I’ve ever seen,” said Wisconsin state Sen. Brian Rude. In Ohio, the state Senate was packed for weeks this year by hundreds of parents, students and teachers testifying against Senate Bill 1, which proposed the use of the Ohio Proficiency Test scores to rank students into one of four educational tracks starting in kindergarten. Between February and March, members of Ohio Proficiency Test Protestors allied with Christian home-schooling parents to defeat the measure, which already has been seriously modified before going to the Ohio House. Teachers in Pascoe County, Fla., openly rebelled against Gov. Jeb Bush’s statewide Florida Comprehensive Assessment Test (FCAT) ranking system, which included cash bonuses designed to “keep high-performing teachers in low-performing schools.” The educators tore up facsimile $1,000 checks in a rally outside a local high school in October, opting to pass up $122,000 in state incentive bonuses in order to protest the system in which schools are accorded letter grades according to their students’ test scores.
Nearly 250 eligible teachers at four “D”-ranked high schools indicated that accepting the cash would make them complicit in what they saw as a flawed school ranking system based on a once-a-year snapshot of student performance. Six more teachers and a principal at Gulf Gate Elementary School in Sarasota, Fla., which was identified as an “A” school in the FCAT rankings, also declined to take any bonus money. “We believe that if we accept our bonuses we would be endorsing the grading of schools, and providing fuel to promote [Gov. Jeb Bush's] voucher program.” (Students at “F” schools are awarded vouchers to attend private schools.) Meanwhile, in Arizona, state education chief Lisa Keegan announced early this month that she is leaving her position to head her own think tank, the Education Lead Council. Keegan admitted that her long-term battles against parents and teachers who oppose the Arizona Instruments to Measure Standards made leaving “that much easier.” Many of the parents involved in the testing rebellion are less concerned with their children’s futures as determined by the tests than they are with the current well-being of students who are aware of the frightening consequences of the annual drill.
“I became concerned when my kids, who did well in school, started to hate it. My oldest is a bright kid,” says Mickey Van Derwerker, a mother of five from rural Bedford, Va. “He took the science test in third grade and barely passed. He was so anxious about simply taking the test that we had a hard time just getting him to school.” The experience compelled Van Derwerker to organize against Virginia’s Standards of Learning, part of a statewide effort to reform the state’s education system. Students are required to take SOL tests in Grades 3, 5 and 8, and at the end of core high school courses. They’re expected to perform on these tests to a state-identified level set in the fall of 1998. Local schools have the option of using the test scores as part of a student’s final grade, and they are required to include SOL test scores as part of promotion and retention decisions. “A bunch of us decided to have a little meeting in the local library,” says Van Derwerker. “In our town you have to have a name to reserve a room in a public building, so we made one up.” She took index cards around town and posted them on supermarket community boards, at laundromats and on the sides of soda machines. Van Derwerker’s group became Parents Across Virginia United to Reform SOLs, which now has more than 5,000 members. (Its membership jumps every year right when test scores come back.) The parents involved in PARVUSOLS are mostly concerned about test-created stress, as well as the “dumbing down” of curricula to teach to the test.
In many states, like Arizona, Florida, Michigan, Illinois, Massachusetts and California, students have been the initiators of protest. Most recently, three dozen juniors at East Chapel Hill High in North Carolina, which is field-testing a state high school exit exam scheduled to be implemented in 2005, refused to fill in any bubbles on their practice tests. Hundreds of students signed petitions drawn up by the school’s student government, which opposes the tests and has asked state legislators to end a rule requiring students to choose one of four graduation tracks in their freshman year. Students across the country can gather information via a
created by SCAM (Students’ Coalition for an Alternative to MCAS). Will Greene, who helped organize the group as a 10th grader in Sheffield, Mass., wrote: “A large reason why so many students do not do well in schools is simply because school does not interest or seem important to them. Education reform should be focusing on trying to reach those students who feel disconnected with school, so they start wanting to learn instead of feeling forced to ‘learn.’” Last month, parent Richard Fahlander of Concord, Mass., wrote a letter to the Boston Sunday Globe protesting the MCAS, calling it a “Fourth Grader’s Nightmare.” He recounted a dream that his son had the night before his first MCAS tests in which men in trucks went around the neighborhood spraying people with something that put them to sleep forever.
“Andy wondered if failure was an option,” wrote Fahlander, “if he would be consigned to some catalog of children who require special attention before they crash and burn in high school.” Reassured by his father, Andy went back to bed, but Fahlander says his son found it difficult to sleep that night. “We will weather the MCAS storm,” he wrote, “but at what cost? How many science explorations have been shelved, how many field trips cancelled? Sure we all want high school graduates who can read, write and compute, but is sorting and ranking fourth graders the answer?” Proponents of testing have a succinct and tidy message: “You can’t manage what you can’t measure,” says Meghan Farnsworth, a Bradley Fellow at the conservative Heritage Foundation. “Holding students to high academic standards without regular testing is like expecting high returns from a business without being able to check its quarterly earning report.”
But many parents would prefer not to think of their childrens’ education as a numbers game, and their resistance to high-stakes testing has burgeoned, despite reassurances from high places (the White House, for instance) that testing is for our own good. If Bush has hopes of making standardized test scores the basis of school accountability, he may very well flunk out with voters.
Meg Robbins is a Massachusetts writer and educator and the mother of six sons.
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