The College Board informant returns (and the College Board goes after him)

This past June, Manuel Alfaro, a former Executive Director of Test Design and Development at the College Board, wrote a stunning series of tell-all posts on LinkedIn  in which he detailed  the numerous problems plaguing the redesigned SAT as well as the College Boards attempts to alternately ignore and cover up those problems. For several weeks, Alfaro posted nearly every day, each time revealing more  disturbing  details about the College Boards bumbling ineptitude and equally clumsy attempts to hide it.   Then, after 16 posts, he disappeared.   I wrote about  Alfaros major revelations here and here, so Im not going to repeat them in this post; if youd like to read the full series for yourself, you can do so via Alfaros LinkedIn page. Given the accusations, it wasnt hard to speculate about why  Alfaro had gone silent so abruptly: presumably, the College Boards team of legal vultures had either paid  him off or  threatened  to make his life miserable if he didnt keep his mouth shut.   More  than one commenter who appeared to have some personal familiarity with Alfaro pointed out  that he isnt the type of person to back down easily.   As  it turns out, both sides were right. Alfaro has indeed returned, with two new posts (see here and here)  revealing  yet more lurid details about the College Boards exploits. I strongly encourage you to read them.   Unsurprisingly, the  College Board  has also  come after him:  Alfaros  home was apparently raided by the FBI as a result of accusations that  he was the person who released hundreds of  test items to Reuters. But he also deliberately refrained from posting until after the April (school-day) and May SATs were released. Why? Because, he asserts, the administered test did not match the specifications laid out  for the redesigned SAT,  leaving a significant percentage of test-takers unable to finish the exam. Again, he claims, top College Board officials were aware of the problem but took no steps to rectify it prior to administration. According to Alfaro,  the extraordinary delay in releasing the tests  was most likely due to the College Boards need to rewrite the affected items,  post-administration, to make them conform to the specifications. (Perhaps this what one College Board official meant when he stated that the delay was the result of a problem with the metadata.) He therefore waited to begin posting until after the exams had been released in order to see whether or rather, how and to what extent the College Board had doctored them.    So the issue is not only that the College Board has released an insufficient number of full-length exams; it is that even the exams that have been released may not be representative of the real test.  Ã‚   Alfaro also states  that in order to beat out the ACT for the Colorado state testing contract, the College Board spuriously claimed that the new exam tested scientific reasoning  by counting every question that referred to a scientific topic regardless of whether the question  actually  tested science in any way.   Im not sure whats more  disturbing: that the College Board actually  argued that rSAT tested science even though it clearly does no such thing, or that Colorado school officials actually bought the College Boards claims (as did schools officials in Illinois, Michigan, and Connecticut). After all, the  only  thing they needed to do was spend five minutes  looking at the test.   I think the that the major takeaway from all this is that the College Board is operating  on the very cynical but all too often valid assumption that if one proclaims that something is true loudly and often enough, it ceases to be  relevant whether that thing is actually true. Thus, it is not necessary for the new SAT to actually require students to use evidence (the way the old SAT essay did, for example) it is merely sufficient to call things  evidence-based.  Likewise, the College Board need only indignantly  proclaim  its commitment to transparency,  regardless of whether there is evidence to suggest that  such thing exists in any meaningful way.    Most people even those in charge of education for hundreds of thousands of students will not bother to question important-sounding executives in suits who come bearing talking points  about equity and slick  PowerPoint presentations. Provided that things are spun correctly and the necessary talking points are adhered to strictly enough, almost any absurdity  can be made to sound reasonable.  (Gee, whod have thought that bringing in a McKinsey consultant would result in THAT?! Or maybe that was precisely the point.) Such is the beauty of a post-fact world. This isnt exactly news at this point, but it bears repeating. In  politics, enough people are clued into reality to spark a good deal of pushback after a certain threshold of ridiculousness is reached.  (I was worried for a while that this wouldnt be the case, but I was proven wrong). In education, however, people tend to be less informed about the details, and thus the issues are considerably  easier to obscure.  Ã‚  Ã‚   What makes the game the College Board is playing particularly dangerous is that it distorts  key terms in the  lexicon  of education itself (critical thinking, evidence, higher-order thinking) so that they  come to mean something far different, or even the opposite, of what they are traditionally understood to mean. Words become unmoored from their definitions. And if any of this is questioned, the response is always along the lines of its complicated. Obfuscation is thus recast as nuance. The result is an exercise in doublespeak in which the  College Board says one thing  and the public understands another. (Isnt it wonderful that  students have to use evidence that will really help them develop those higher-order thinking skills!) An organization that has a fundamental responsibility to help  students learn to use language correctly is instead teaching a far different lesson, namely  the importance of jargon and spin.   As Ive said before, from a sociological perspective it is utterly fascinating to watch this phenomenon play out in real time, but it is also terrifying to witness the ease with which people can be induced  to ignore what is under their noses and to excuse  the propagation of blatant falsehoods.  (I mean, everybody knows that guessing penalty doesnt really mean theres a penalty for guessing. Its just called that.)   So is this  ultimately the goal: to  teach students to repeat a series of platitudes and buzz words, without any regard for  their underlying meanings? I really am beginning to think this is the case.   Critical thinking, for example, is often touted  as the most important thing for students to develop, but people who exhibit a nuanced understanding of topics are typically derided as wonks. Witness the way the media bemoans Donald Trumps lack of specifics but then turns around and sneers at Hillary Clinton for having the nerve to discuss her policies in detail, of all things.   From what  Ive observed, the present goal of the education system seems to be to get students to about a seventh- or eighth-grade level very quickly and then more or less leave them there; real advanced work is for nerds. (And real advanced STEM work is for robotic  Asian nerds yes, there is a racially tinged component here.)    I maintain that  most people who extol the virtues  of critical thinking would not much like  the real thing if they saw it. It just involves too much work and too many facts. And worse, its not always  fun.   To be sure, this type of anti-intellectualism has been a consistent  feature of American life since the nineteenth century, and granted Im not an expert, but  Im not quite sure whether it has ever been embraced to quite this extent by  educators themselves.   The question is, have things progressed so far that the people who run the education  system are incapable of noticing these things?  And when people do point them out, will they have any  effect?