In an era where "Value-Added Measures" (along with excessive testing and teacher labeling) are all the (out)rage, what about Value-Subtracted Measures which force actions we know are bad for kids and learning and neutralize and diminish the noble efforts and success of those adding value to learning? 

I read with interest about the U.S.A. World Cup preliminary round soccer match– in a Commerce City, Colorado blizzard. U.S.A. 1 and won; Costa Rica 0 and froze.

Conspiring to put Central American soccer players on a snow covered field, while pretty sneaky, is apparently not an uncommon World Cup strategy.  In a NYT article, George Vescey explained a similar reason Honduras scheduled a recent match against the U.S.A. in 100 degree afternoon sunshine.  Honduras won and as Vescey, noted, “the United States wilted.”

That’s Value-Subtracted!  Intentional value-subtracted actions.  I wonder if State and federal officials studied World Cup tactics in their educational briefings? 

While those inspired to do the right thing, to overcome the odds, to stand up to oppressors, and to never make excuses - those dedicated to a cause do “whatever it takes” - are at a loss. Why? The rules keep changing, the target keeps moving, and the State, federal, and corporate-inspired obstacles (and lack of courage to address mandates, ill-advised regulations, and other obstacles) are ever-increasing. State and federal elected and appointed officials and corporate profiteers have mastered the the art of taking "Value-Subtracted Measures." (Pick a State - any State) while imposing value-added measurements on teachers and principals.

Value-Added Measures?  That concept is as follows: 

Let’s say you and I are eighth grade teachers and we have the exact same profile of classrooms based on race, ethnicity, gender, disability, English proficiency, then we can compare what value each of us adds to our kids.  That’s (sort of) fair.  The current value-added models essentially propose to compare the effect I have on my kids with particular characteristics with all the kids in the state with the same characteristics.  Bell curve aside, if my kids who scored a 75 last year do better than all the kids with the same characteristics who scored a 75 last year, I might actually be doing something add value to their learning.

Apples to apples. Control for variables our of our control: gender, race, ethnicity, SES, English proficiency, disability, 504 status...  It makes (some) sense. And, given about 10 years to get the bugs out of the system, it might even be a fair component (among many) upon which to evaluate me. 

But, you know, they just keep changing the rules and putting up obstacles. For every ounce of value we add to a child’s learning, there are those subtracting value by the pound (and pound of flesh). 

Imagine a school district where eighth graders went to their school district pre-school and kindergarten, participated weekly in music and art, attended summer readiness programs, took foreign language classes, learned in co-taught classes, and sat in classrooms with fewer than 22 students.   Voters in the district passed tax levies with self-imposed limits or ceilings to meet their district needs and to control spending.  The school district is in a state where the State pays for its mandates to transport children to private and parochial schools out of state, to implement thousands of hours of teacher and principal development and purchase of assessments, and countless others obscure but costly requirements.  And, officials in the State addressed outdated requirements that cause skyrocketing costs of school district spending. 

Then, the State’s actions begin subtracting value by ignoring that which is out of our local control but absolutely in theirs.  State spending on education drops significantly, especially in high-need districts.  Costs of mandates are shifted to school districts.  Skyrocketing costs of district expenditure on regulations out of their control go un-addressed.  School districts are limited in spending what 51% of their taxpayers want.  No efforts to address poverty.  And, worst of all, state and federal officials drink the quick fix Kool-Aid of one-size-fits-all curriculum; high stakes testing; and exclusive, segregated small-business model McSchools taught  by Teach For Awhilers and run by non-educators.

The results?  Their lack of attention and funding for us to... Cut the pre-school that integrates toddlers with disabilities and typically developing children.  Cut kindergarten.  Cut art and music.  Relegate students with disabilities to isolated resource rooms.  Increase class sizes to 30.  Eliminate summer readinessprograms and parent outreach.  Terminate highly motivated newly hired teachers and eliminate continued professional learning for as motivated veterans.  Eliminate purchases of new technologies.