Senate Briefing on Social, Emotional, Character Development

To garner support for the inclusion of social, emotional and character development in the reauthorization of ESEA, Linda McKay, a member of CEP’s Board of Directors, led a U.S. Senate Briefing on May 12. This collaborative effort by CEP, Committee for Children, the National School Climate Center, and the National Association of School Psychologists was a great success.

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Does ‘teaching to the test’ actually encourage cheating?

Mark Hyatt, President & CEO, Character Education Partnership

Mark Hyatt
President & CEO, Character Education Partnership

“Teachers matter,” said President Obama this week in his State of the Union address. “Instead of bashing them, or defending the status quo let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.”We at the nonprofit Character Education Partnership (CEP) share this concern because “teaching to the test” can deceive stakeholders into thinking students are doing better than they really are. But in the current environment, we are even more alarmed by how the testing status quo seems to be adversely affecting the integrity of our education system, itself.

Recent revelations of widespread testing fraud in Atlanta’s public schools are just the latest examples of a disturbing national trend that should finally force all of us who care about education to ask some uncomfortable but unavoidable questions. Chief among them: Has a national over-emphasis on standardized testing actually created a monster that is eroding the character of K-12 education?

In just the last year, institutional efforts to artificially inflate student performance—mostly for the benefit of teachers or administrators—seem to have reached epidemic proportions. Incredibly and ironically, cheating nationally among educators now seems even more pervasive than it was a decade ago (when federal ‘No Child Left Behind’ (NCLB) legislation was enacted for the purpose of elevating K-12 testing standards nationwide. Unfortunately, it seems that placing more emphasis on standardized tests to measure the effectiveness of teachers and schools has led some good educators to do bad things. In fact, as we later learned, even the signature success of the NCLB education model—the public schools system in Houston TX—apparently had succumbed to the temptation to shape scores to reflect desired outcomes.

Despite all of its noble intentions, this emphasis on high stakes/standardized testing seems to have done more harm than good and yielded troubling unintended consequences. So, why exactly are these good people cheating?  I suggest that we are now getting what we inspect, not what we expect. Perhaps placing less emphasis on standardized tests and more on multiple measures of a teacher’s effectiveness and an individual student’s growth relative to his/her peers is now in order.

With that in mind, I believe it is time to step back and reassess our current national testing strategy. Our concern is that those unintended consequences are overtaking good intentions and instead creating pressures that frankly promote cheating. An educator secretly putting on plastic gloves and changing students test scores after hours only hurts students in order to benefit adults.  Yes, we can make it harder for educators to cheat with stronger audits, “air-tight” tests that make it harder to cheat, or even civil penalties for those who do this. But really shouldn’t we change the system that tempts this bad behavior?  Some say “we won’t have ethical people until we have ethical institutions”.  I’ve heard others say just the opposite, we won’t have ethical intuitions until we have ethical individuals”. I think the answer is in between.  At the end of the day, this dilemma undermines what should be the parallel (if not paramount) mission of every school: to graduate people of good character.

This month, after nearly a decade “in the trenches” in the role of K-12 public school superintendent, I have signed on to lead CEP in hopes of promoting this vital mission. Our goal is to create an environment of integrity both inside and outside the classroom that exposes students everywhere to people who are committed to enhancing their character. And we hope to promote examples not just in classrooms, but in sports, media, at home, and beyond.

Indeed, it is time for all of us to stand up and demand honesty and accountability from all of our students, teachers and school administrators. After all, our nation’s ability to compete internationally in virtually any arena now depends on it.


New President & CEO

Dear CEP Colleagues and Friends,

In the fall, I had the pleasure of meeting many of you at the National Forum in San Francisco. Now I have the honor of taking the helm of CEP from Joe Mazzola.  I want to formally thank Joe for his superb leadership over the past five plus years. He and former Chairman of the Board, David Fisher, have set us up for great success. They’ve established processes, procedures, policies and programs that leave CEP poised to expand throughout our nation and beyond to help many more students become citizens of good character.

After almost 10 years as a public school leader, I’m excited to focus now on my passion—character education. To me, there’s nothing more important than helping students develop their integrity, courage, respectfulness, selflessness, and willingness to take responsibility for their own character development.  But having been in the “trenches” of public education for most of the past 10 years, I know there are huge obstacles in our way.

I became the leader of the largest group of public charter schools in Colorado on June 1, 2002. At that time, I estimate that my job focused somewhat on compliance with state and federal statutes, but that it was primarily concerned with promoting effectiveness in the classroom. When I retired from leading a portfolio of schools with 10,522 students K-12 in December, I felt my job dealt mostly with compliance with law and less about effectiveness in the classroom.

High stakes testing has become all-consuming in many schools. And the large-scale movement toward tying test scores to merit and performance pay for teachers and principals has created unintended consequences. During my times in the military, we used to say “you get what you inspect not what you expect.” With so much riding on the outcome of standardized testing, I’ve seen a huge increase in “teaching to the test.” Worse yet, I see a national scandal emerging as teachers and school leaders cheat to help student test results improve. There are many school districts dealing with this epidemic.

In my new role at CEP, I’d like to lead a “national call to character” to reverse these trends. The CEP team of volunteers and staff are committed to working tirelessly to identify and share best practices, advocate for healthy school climate and culture and engage major character influencers of students—mainly teachers and parents.

My thanks to the CEP Board of Directors for the faith they’ve placed in me to lead this organization into the future. I look forward to meeting you in person, by webinar, on the phone or electronically. As a team, we can continue to take concrete steps forward to advance the noble mission of character education.


Mark Hyatt, President/CEO Character Education Partnership