The Trouble With Testing Mania
By THE EDITORIAL BOARD
Published: July 13, 2013 105 Comments
Badass Teachers Association
This is for every teacher who refuses to be blamed for the failure of our society to erase poverty and inequality, and refuses to accept assessments, tests and evaluations imposed by those who have contempt for real teaching and learning.
This is for every teacher who refuses to be blamed for the failure of our society to erase poverty and inequality, and refuses to accept assessments, tests and evaluations imposed by those who have contempt for real teaching and learning.
FOLLOW US ON TWITTER@BADASSTEACHERSA
Congress made a sensible decision a decade ago when it required the states to administer yearly tests to public school students in exchange for federal education aid. The theory behind the No Child Left Behind Act was that holding schools accountable for test scores would force them to improve instruction for groups of children whom they had historically shortchanged.
Related in Opinion
More on Education »
Today's Editorials
Editorial: Overpaid? Or Worth Every Penny? (July 14, 2013)
Editorial: Secretary Napolitano Resigns (July 14, 2013)
Editorial | Notebook: Is Democracy Possible in Egypt?(July 14, 2013)
Editorial | Notebook: ‘Forgive the Interruption ... ' (July 14, 2013)
Readers’ Comments
Readers shared their thoughts on this article.
Testing did spur some progress in student performance. But it has become clear to us over time that testing was being overemphasized — and misused — in schools that were substituting test preparation for instruction. Even though test-driven reforms were helpful in the beginning, it is now clear that they will never bring this country’s schools up to par with those of the high-performing nations that have left us far behind in math, science and even literacy instruction.
Congress required the states to give annual math and reading tests in grades three through eight (and once in high school) as a way of ensuring that students were making progress and that minority children were being fairly educated. Schools that did not meet performance targets for two years were labeled as needing improvement and subjected to sanctions. Fearing that they would be labeled poor performers, schools and districts — especially in low-income areas — rolled out a relentless series of