“Rethinking Schools” Magazine: Standardized Tests Disguise Privilege as Merit
Our federal testing law, No Child Left Behind, passed under President Bush, and the programs of the Obama Administration that have amplified its dire consequences in poor communities of color—Race to the Top, School Improvement Grants, No Child Left Behind waivers, and college and career-ready standards and accompanying tests (that are taking the form of the Common Core in most states)—all rest on a foundation of high-stakes, standardized testing. These days standardized tests determine who can be promoted to fourth grade, who can graduate from high school, which teachers get a raise, which teachers are terminated, which schools are ranked as “excellent” or A, which schools are “failing” or F, which schools will be closed, and which schools will be turned into charter schools.
While the majority of parents view the tsunami of standardized testing through the lens of their children’s experiences at school, the implications are more complex than too much test prep, too much practice testing, and too many weeks of learning set aside for the administration of tests. The editorial in the new, spring 2014 issue of Rethinking Schoolsaddresses the complex ramifications of test-based accountability in American public schools and makes the plea for advocates to become more inclusive as they organize to pressure policy makers to reduce testing.
While the majority of parents opting their children out of testing have been white and middle class, the editors caution us to recognize other kinds of protest—against rampant school closures in big cities, for example—as facets of the anti-testing movement. “And yet, for this movement to truly fulfill its potential, it needs a deeper understanding of how different communities are being affected by these tests. If the power of solidarity is going to reclaim our schools, more affluent, predominantly white activists will need to develop an anti-racist understanding of the movement against standardized testing and the barrier that communities of color face to joining—including the very real fear from parents of color that their children’s schools will be shut down if they don’t encourage them to score well on the tests. In some instances, parents of color have expressed support for standardized tests as a way to hold school systems accountable for the education of their children who have far too often been systematically neglected, disproportionately disciplined, and left to cope in the most “Rethinking Schools” Magazine: Standardized Tests Disguise Privilege as Merit | janresseger:
