This New York parent decided the state tests were useless and worthless. She went to hearings and rallies and realized that state officials made only minor changes but that her children would continue to sit for 500 minutes of state testing in grades 3-8. She thought it made no sense. So she opted her children out of state testing. Here is her letter to the editor of her local newspaper.
She writes:
“I recognize that students have always taken some form of standardized testing and that testing has a value in education. I am not saying that students should never take tests or that teachers should not be held accountable. What I am saying is that we as a state and as a country have lost our focus. What I am saying is the rules have changed and these tests are different. When No Child Left Behind was introduced in 2002, our children were federally required to take state tests in 4th grade and 8th grade. In 2006, the federal requirement changed to all grades 3-8th. In 2012, the tests changed again increasing the time, the complexity and consequences.
“The single largest change at the center of this all is that teachers are now rated on the results of these tests. Teachers are not saying they shouldn’t be evaluated – in fact – most feel that a good evaluation makes them a better teacher. There are so many things wrong with the APPR process that I would have to write another letter on this topic. Basically, our children and our teachers work hard all year. They should not be reduced to a single score.
“The reasons my children have not taken the state tests the past 2 years is simple: they do not help my children in any way. While the test is given in April, the scores are not received until July. There is NO data or explanation of where my child had weaknesses or strengths for that matter. The teacher will see 25% of the questions but will not have ANY information on how MY child did on those questions or on how they may help future students. These tests lack quality, as evidenced by the numerous errors and poorly worded questions. These tests are not used to determine student promotion or grades and are not included in a child’s permanent school record. The children receive a score on a scale of 1-4 which becomes a statistic used to rate teachers and schools- minimizing their educational experience to just a number. What could that number mean to me as a parent? Commissioner King and the Board of Regents are repeatedly quoted in the media saying, “Why wouldn’t a parent want to know how their child is doing?” My response is simple. If I need to know how my children are doing, I will ask their teacher!
“Our children are athletes, musicians, singers, dancers, artists, scientists, and community volunteers, among other things, none of which can be measured by a single assessment. I am not sure when or why test scores became so important. It used to be that parents looking for a place to live chose Garden City, perhaps based on the colleges that our students attend. Our children’s test scores have become a metric by which we assess our property values. The tests have somehow become “practice” in preparation for the NYS Regents Exams, the SAT’s, and ACT’s. Why have we become a society that cares more about the test scores than the quality of our child’s educational experience?”
There are so many stories like hers. Come to NYC on May 17 to witness and share:
http://saveourschoolsmarch.org/event/nyc-metro-spring-action/
Commissioner King is so far removed from reality that it’s beyond belief. 28 years I’ve been teaching, so I think I know a bit about testing, and these tests are useless, period.
Why do parents and kids hate the tests? Because they are stupid, not because they are hard. Why subject yourself to second rate thinking? Kids intrinsically know this. You’re not going to get smarter by following idiots. This is why taking their tests is a bad idea. Why program your brain with confusion. If you want to be good at art or music, would you spend your days programming your brain with bad art and music? No, excellence and clarity beget excellence and clarity, and the shtuff they’re serving up, ain’t it.
You could live in Texas. We just gave a round of tests in which 20% of the test were “Field Test” questions. There only there to so Pearson can see if they are good questions.
Students must wait 20% of their alloted time answer questions and writing essay that an not even counted towards passing or failing.
STUPID!!!
Reblogged this on David R. Taylor-Thoughts on Texas Education.
Good points. I hope her comments are taken to heart. They represent the truth about the current state of education.
Wish more people would bug Congress on all of these legitimate issues.
Well stated. Hopefully people will listen to your words.
This parent writes, ““The reasons my children have not taken the state tests the past 2 years is simple: they do not help my children in any way.”
We struggled a lot around the language, but the Massachusetts Teachers’ Association (NEA) is very united in our opposition to these stress-based, data-driven corporate policies.
We passed a resolution yesterday that goes beyond slowing down the timeline, and demands an immediate freeze on the PARCC rollout, and use of test scores for school or teacher evaluations, while we determine openly and democratically whether to continue with them at all.
There was contention around the exact wording of a provision calling on member chapters to include the voices of parents and students in meetings about the effects of high-stakes testing. Mothers like this must have more of a say than corporate lobbyists, when legislators dare to impose education policy by force of law.
I keep writing to my district and state Board of Education members about my two daughters. They are “poster children” for the negative effects of the increased intensity and constant testing. My first grader has even been invited by the school psychologist to attend the school’s Stress Management group. First grade! No first grader should need stress management because of school work.