Alternative programs focus beyond ‘the test’

THE COLUMBUS DISPATCH

11/22/07

By Martin Rozenman

Progressive programs give students a chance to exercise their problem-solving skills. Elizabeth Buening, left, and Melissa Cherry work on a solar-car project in Mark Maley’s science class at Linworth Alternative.

In eight Franklin County school districts, students have alternatives to coursework that increasingly focuses on passing standardized tests.

Called alternative, progressive, magnet and informal programs, they include Hilliard and Upper Arlington’s multigrade classrooms, Columbus schools that feature the arts and foreign-language immersion, and Worthington’s high school that sends students into the community for “experiential” learning.

Westerville, Dublin, New Albany and Reynoldsburg also offer such programs.

The Metro School, run in partnership with Battelle and Ohio State University and emphasizing science, technology, engineering and math, and the Christopher Program, offering adventure- and project-based learning, are additional options. Both are run by the Educational Council, an alliance of the 16 Franklin County districts.

“There’s probably merit in standards being established and asking schools to help students reach those standards. The difference I see is we’ve almost moved to a place where students can only exhibit that through standardized tests,” said Wayne Harvey, teacher-principal of Worthington’s Linworth Alternative Program for high-school students.

A student might excel with his hands, in music or as a chef, Harvey said, but standardized tests are not a good measure of that.

Linworth and Upper Arlington’s Wickliffe Progressive Community School opened in 1973 and are the oldest alternative schools in central Ohio.

Wickliffe Principal Fred Burton recounted an example of alternative learning at his school.

“A first-grader asked if I could sharpen his pencil. I said no, he could do it himself. But he told me the pencil sharpener didn’t work, so I went to several classes and found out we had lousy pencil sharpeners.

“The (third- and fourth-graders) researched pencil sharpeners. They called and wrote to companies. They made charts on what makes a good pencil sharpener,” he said. “Then they did a business presentation to me. … We spent $300 for the best pencil sharpeners we’ve ever had.

“They did the research with passion, imagination and joy,” Burton said. “Schools have lost these and must have them back.”

Parents notice.

“My first-grader said, ‘I want to go on weekends, too,’ ” said Angela Terez, whose daughter attends Wickliffe. “That’s what you want — your kids to want to go to school.”

Burton said he doesn’t deny the importance of standardized tests, “but that’s not the only way.”

Some educators see positives in both standards-based and progressive education.

“I think they’re really one and the same,” said Pete Maneff, executive director of curriculum for the Columbus school district. He noted that students in alternative programs are still tested on state standards.

Stan Heffner, associate superintendent of curriculum and assessment for the Ohio Department of Education, said there is more than one way to teach and more than one way for children to learn.

“In Ohio, generally speaking, students perform better today than 10 years ago,” he said, citing an index that measures how well students in all grades did on state tests. The index rose from 73.7 in 1999-2000 to 92.1 in 2006-07.

Many skills — such as addition, subtraction and writing — are easier to track through standard testing, while others — such as being a good team member, solving problems and thinking critically — are not, he said.

Burton said parents’ standards are higher than the state’s.

“I met with 80 parents one evening,” he said. “I asked what kind of standards they have. … They said, ‘I want my child to be able to work with people.’ None of it was ‘I want my kid to be in the 99th percentile.’ They said, ‘I want my kid to be able to contribute to something bigger than himself.’ ”

mrozenman@dispatch.com

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