Atlanta students cheated out of positive school climate

By .(JavaScript must be enabled to view this email address) on July 27, 2011

We typically look to teachers and administrators as leaders and role models when it comes to school climate. When adults behave in morally commendable ways, we can expect children to do the same. Unfortunately, recent events in the state of Georgia have revealed that this is a dynamic we should not take for granted. Teachers and administrators at 44 Atlanta Public Schools are alleged to have cheated on the state’s Criterion-Referenced Competency Tests. These test scores are a major focus of No Child Left Behind and can directly influence funding.

One of the much-discussed drawbacks of NCLB has been the tendency for school officials to sacrifice all other aspects of education in favor of high test scores. Often, such a shift in priorities can have a negative impact on school climate. Teachers, counselors and principals are at risk of losing school funding, personal salary, and even their jobs if students do not meet high and seemingly arbitrary standards. In the case of Atlanta Public Schools, this pressure was significant enough to prompt educators to change their students’ test answers or even give them the answers in order to ensure exceptional performance. The most obvious problem with this scenario is that many educators are now at risk of losing their jobs, and the district may be required to pay back several years’ worth of funding from the federal government.

But there is another problem. We must consider what it means for school climate when teachers are cheating on state tests. First, this clearly indicates that the atmosphere in Atlanta Public Schools exerts a large amount of pressure on teachers to teach to the test, and on students to perform extraordinarily well on said tests. Second, a teacher who cheats on a test reveals more than questionable morals or desperation. It reveals that the educator in question does not, in fact, believe in the abilities of his or her students. The motivation for cheating derives from the fear or suspicion that Atlanta’s children are not up to par; the teachers who cheated revealed a belief that they failed to educate their students according to state requirements. Perhaps the requirements are unattainably high; perhaps the teachers’ dedication is dishearteningly low. A cheating scandal such as Georgia’s taints the teacher-student relationship and casts a shadow over school climate. Still, there is great potential for Atlanta Public Schools to turn around. Research shows that favorable school climate is positively correlated with academic performance. School climate improvement efforts in Atlanta could evoke positive change academically and socially. For a summary of the important outcomes related to school climate, check out our School Climate Brief.