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Launa Hall, a third grade teacher in northern Virginia, is writing a book of essays about education.
My third-graders tumbled into the classroom, and one child I’d especially been watching for — I need to protect her privacy, so I’ll call her Janie — immediately noticed the two poster-size charts I’d hung low on the wall. Still wearing her jacket, she let her backpack drop to the floor and raised one finger to touch her name on the math achievement chart. Slowly, she traced the row of dots representing her scores for each state standard on the latest practice test. Red, red, yellow, red, green, red, red. Janie is a child capable of much drama, but that morning she just lowered her gaze to the floor and shuffled to her chair.
In our test-mired public schools, those charts are known as data walls, and before I caved in and made some for my Northern Virginia classroom last spring, they’d been proliferating in schools across the country — an outgrowth of “data-driven instruction” and the scramble for test scores at all costs. Making data public, say advocates such as Boston Plan for Excellence, instills a “healthy competitive culture.” But that’s not what I saw in my classroom.
She put up the data walls with reluctance, and the more she saw of them, the more convinced she became that they served to humiliate children.
I regretted those data walls immediately. Even an adult faced with a row of red dots after her name for all her peers to see would have to dig deep into her hard-won sense of self to put into context what those red dots meant in her life and what she would do about them. An 8-year-old just feels shame….
It also turns out that posting students’ names on data walls without parental consent may violate privacy laws. At the time, neither I nor my colleagues at the school knew that, and judging from the pictures on Pinterest, we were hardly alone. The Education Department encourages teachers to swap out names for numbers or some other code. And sure, that would be more palatable and consistent with the letter, if not the intent, of the Family Educational Rights and Privacy Act. But it would be every bit as dispiriting. My third-graders would have figured out in 30 seconds who was who, coded or not.
The data walls made it harder for me to reach and teach my students, driving a wedge into relationships I’d worked hard to establish. I knew Janie to be an extremely bright child — with lots of stresses in her life. She and I had been working as a team in small group sessions and in extra practice after school. But the morning I hung the data walls, she became Child X with lots of red dots, and I became Teacher X with a chart.
Why does official policy these days aim to hurt children as a way of motivating them? What kind of motivation grows from shame?