The Impacts of Testing Our Kids and Ranking Our Schools (Part 2)

<p>Many local communities are engaged in conversations about how school quality should be determined and how that information should be shared.  Those conversations take place in the shadow of GreatSchools.org - who provides a 1-10 rating for nearly every public school in the country.  These ratings have a major impact on everything from <a href="http://www.ascd.org/publications/educational_leadership/mar11/vol68/num06/High-Stakes_Testing_Narrows_the_Curriculum.aspx">curriculum</a> to <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3265316">housing prices</a>.  </p><p><a href="https://chalkbeat.org/author/mbarnum/">Matt Barnum</a> (Chalkbeat) <a href="https://chalkbeat.org/posts/us/2019/12/05/greatschools-ratings-poverty-race-segregation-housing/">wrote</a> about the ways GreatSchools ratings can nudge families towards schools with fewer Black and Brown students.  He joins us to discuss his reporting as well as what current education research can tell us about just how malleable people are when it comes to making choices about schools.  </p><p>We're also joined by Ali, the leader of the <a href="https://integratedschools.org/chapter/seattle-washington/">Seattle Chapter</a> of Integrated Schools, and the author of our most widely read blog post, <a href="https://integratedschools.org/the-problem-with-great-schools/">The Problem with GreatSchools</a>. We grapple with the source of the data provided by GreatSchools, but also with how we use it, and, especially what our obligations are, as White and/or privileged people, when we interact with this data.</p><p><a href="http://patreon.com/integratedschools">Join our Patreon</a> to support this work, and connect with us and other listeners to discuss these issues even further.</p><p><strong>LINKS</strong>:</p><p>Matt's <a href="https://chalkbeat.org/posts/us/2019/12/05/greatschools-ratings-poverty-race-segregation-housing/">article</a> on Great Schools</p><p><a href="http://www.columbia.edu/~psb2101/">Peter Bergman</a> (Columbia University) - <a href="http: