Busting Pencils since 2011

 

The Journey:

Welcome to a journey that spans over a decade, a journey where I, Dr. Tim Slekar, have delved into the heart of educational advocacy through various mediums—blogging, podcasting, and hosting my radio show, BustEDpencils. This book is more than a collection of writings and reflections; it's a narrative of my relentless pursuit to challenge and reshape the educational landscape. From my earliest blog posts to the dynamic discussions on BustEDpencils, I have navigated the evolving terrain of public education, questioning established norms and advocating for meaningful change. As we traverse through these pages, you'll witness the evolution of my thoughts, the intensification of my activism, and the growth of a community passionate about defending and reimagining education. This is not just a story of a decade's work but an invitation to understand and participate in a movement that continues to fight for a just and equitable educational system for all.

Introduction to the Book

Let’s rewind to 2011. That’s when I took to the Huffington Post, stirring the pot with my take on the dire need for educational reform. It was the heyday of No Child Left Behind, an era where my own kids—a fifth-grader and a second-grader—were just cogs in the high-stakes testing machine. Seeing my son’s spirit crushed under this relentless regime was the last straw. I sparked a dialogue about reclaiming the soul of our neighborhood schools.

 

Fast forward through years of blogging under various banners, and we land in 2014 when I rallied the troops under one unyielding flag: BustEDpencils. The blog and podcast that followed attempted to inspire a movement to reclaim public schools.

 

Now, here in 2024, this ebook marks the start line, not the finish. It’s the beginning of my head-on collision with high-stakes testing that ignited back in 2011. This isn’t just a retrospective. It’s a blueprint for battle—a chronicle of the first charge in what became a decade-plus war against the corporate takeover of our public schools. So, welcome to the frontline; pencils ready, folks, because they’re about to be busted.

Chapter 1: Rejecting Standardized Testing

My first foray into education blogging began in 2011 with a poignant piece titled "Rejecting Standardized Testing With The Bartleby Project." This post captures my internal debate about engaging my son in an act of civil disobedience by having him write "I prefer not to take your test" on his standardized test.

 

This moment marked the beginning of my public activism, as I grappled with both the ethical dilemmas and the necessity of challenging systemic educational issues for the sake of my child. It set the tone for my blogging journey—one where my role as an educator and a parent compelled me to speak up against policies that I believed were detrimental to nurturing curiosity and a love for learning.

 

Rejecting Standardized Testing With The Bartleby Project

https://www.huffpost.com/entry/rejecting-standardized-tests_b_822014

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March.

 

"I'm inviting you to join a real conspiracy, call it an open conspiracy, with real consequences on millions of real lives. I know that sounds megalomaniacal, but be patient. If we pull this off, a great many will bless us, although the school industry few will curse us. This is about a project to destroy the standardized testing industry... This adventure is called 'The Bartleby Project.'" John Taylor Gatto. (Weapons of Mass Instruction, New Society Publishers 2008)

 

My 11-year-old son loves the show Myth Busters. From the first time he put two Legos together he was hooked on constructing intricate things (200 piece Bionicles at age 5). He creates Rube Goldberg contraptions and loves animals. He can manipulate through different technologies (Google Earth, iPad, iPod, Facebook, Sims, etc) and he doesn't need instructions because his curiosity enables him to navigate and learn new technologies. He also loves football. He watches the NFL channel around the clock and can give you just about any statistic related to the game or players. This is just a snapshot. A quick glimpse of my son outside the insidious institution we call public schooling today.

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March. In Pennsylvania we don't celebrate March Madness. Instead we practice it. March is the month when Pennsylvania schools administer the Pennsylvania State System of Assessments (the PSSAs). The entire school year comes down this one week in March. This is when schools and students across the Keystone State are held accountable. This is the big time. This is what it's all about.

 

Is it fair to ask my son to carry out an act of civil disobedience? Should I place this social burden on his shoulders? What will the consequences be? Can he handle the pressure? Should he even have to handle the pressure?

 

Since late in August, my son has been subjected to a system of indoctrination that has essentially squashed his inner desire to learn -- the Ruinous Culture. Five entire months devoid of intellectually-stimulating classroom experiences. He has been forced to complete worksheets in language arts and mathematics. He can alphabetize spelling words and find the main idea of a paragraph. He's had practice in sequencing. He can round numbers. He can add, subtract, multiply and divide with fractions and decimals. And he has mastered the scripted art of estimating (Who knew there were incorrect estimates?). He has had multiple PSSA practice tests and according to these tests my son is ready. He has been trained for five months to produce scores that will help his school achieve Adequate Yearly Progress (AYP). I'm sure his school is counting on him.

But what has been lost during these past five months? He sits in social studies and science classes that have been shortened to allow more time for reading and math instruction. He hasn't been given the opportunity to engage real children's literature. His reading teacher is clueless about his interests. Five months of drudgery. How much can he take before just the thought of going to school immobilizes him? There is real damage being done. Something has to happen before my son loses all curiosity.

 

As his father, I need to advocate for him. But I don't want to just go in and take him out of school. I want him to learn something. I want him to experience real opportunities to learn in school. I want him to learn about the courage needed to change social structures that are designed to ultimately guarantee mass failure. Maybe he will be the start of a movement.

 

As Gatto said in 2008:

"No demonstrations, no mud-slinging, no adversarial politics... [just] peacefully refuse to take standardized tests."

 

This is the perfect opportunity for my son to learn about social justice. He has a chance to fully participate in the democratic life we are supposedly striving to instill in children. But why does he have to do it?

Because, as Gatto said:

"Adults chained to institutions and corporations are unable to; because these tests pervert education, are disgracefully inaccurate, impose brutal stresses without reason, and actively encourage a class system which is poisoning the future of the nation."

 

Is he capable of sitting down at his desk during March Madness and simply writing, "My name is Luke and I refuse to take your test?" Will this be the start of something? I'm sure it will start something, however, I'm not sure what. Luke may be on the verge of becoming a hero. His classmates may cheer him and go home to tell their parents that they want to "be like Luke." Or, it may begin the process of social blackballing. Would it be bad if either of these outcomes materialized? What should we do?

Now What?

Reflecting on my post from 2011, we are reminded of the significant strides made and the challenges that persist in education reform. This journey through a decade of advocacy and blogging reveals the profound impact of standardized testing on students, educators, and parents alike. It underscores the importance of questioning and challenging educational practices that prioritize ratings and rankings over fostering genuine learning and curiosity.

 

My narrative is not just about rejecting standardized tests; it's about reclaiming education from the grip of a one-size-fits-all approach. It highlights the need for a system that recognizes and nurtures the diverse talents, interests, and capabilities of every child. The Bartleby Project, in this light, emerges not just as an act of defiance, but as a beacon of hope for a more holistic, inclusive, and student-centered approach to education.

 

Throughout the years, my advocacy has sparked dialogues, influenced policies, and inspired many to view education through a different lens. However, the journey is far from over. As I continue to advocate for change, I am reminded of the lessons learned from past experiences and remain committed to creating an educational environment where every child can thrive.

In closing, this reflection serves as a testament to the power of parental advocacy, the necessity of challenging the status quo, and the enduring spirit of hope that drives us towards a better future for our children and our education system. As I move forward, I carry these lessons with me, continually striving for an education that truly serves the needs and aspirations of all students.

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