Dr. Michelle Fine speaks about better alternatives to standardized tests for students to demonstrate college-readiness. NYC’s Consortium Schools, which use Performance Based Assessment Tasks, collaborated with CUNY to open CUNY’s 4-year colleges to more low-income Black and Latinx applicants. Students, especially Black males, did better at college than test score-admitted peers. Dr. Fine calls for democratic school cultures based on student initiated work and collaborative revision.
References
Overview
00:00-00:37 Intros
00:37-02:18 Connections between school inequities and Movement for Black Lives
02:18-04:02 Privilege of White supremacy
04:02-14:28 CUNY admissions policies; description of Consortium schools; CUNY/Consortium pilot
14:28-20:42 Comparison of Performance Based Assessment Tasks and standardized tests; Consortium culture based on PBAT
20:42-25:26 Impact on CUNY of change in admissions policies
25:26-30:41 Importance of learning to revise
30:41-32:04 “Doors” to higher ed; PBAT as a “door.”
32:04-33:35 Why opening access to 4-year CUNY schools is so important
33:35-36:34 Varieties of strategies to replace high-stakes tests
36:34-43:31 What’s next
43:31-45:00 Outro
Transcription
Click here to see the full transcription of this episode.
Credits
Photo: facebook.com/urbanacademy
Soundtrack by Podington Bear
In light of the pandemic, which has disproportionately impacted BIPOC, and BLM uprisings, we’re revisiting Jon’s interview with Jason Warwin of The Brotherhood/Sister Sol....
Stacey Cervellino Thorp and Naima Moffett-Warden teach drama at Manhattan’s famed LaGuardia High School, and Abigail Rivera is a senior in the drama studio....
We speak with Dr. Diana Turk, Chair of the Department of Teaching and Learning and Director of Teacher Education at NYU. Students in NYU’s...
