John Thompson, teacher and historian in Oklahoma, is a frequent contributor to the blog.

Diane Ravitch publicized an educator’s concise and astute critique of Florida’s standards of instruction where “The FLDOE has absolutely no clue on how long it takes to teach each standard effectively.” An educational software company “looked at the standards that a fifth grade teacher is required to teach effectively and stopped counting when we found it would take a minimum of at least 300 school days to teach the standards to an effective level.” The obvious problem is that covering the tested standards would take 2/3rds of a school year more than the time students are in class – even if there were no disruptions of learning ranging from assemblies and class disruptions to the time wasted on benchmark and other form of testing.

Moreover, even a Florida true believer in test-driven, competition-driven reform should understand “that these tests are not built to test your child’s learning knowledge, they are built to evaluate the schools and teachers on their effectiveness on teaching the standards.” Consequently, “In order for a teacher or school to score effectively on these tests you have to hope that the students that are coming into your classroom have at least some prior knowledge of the standards.” That, of course, helps explain why the contemporary reform movement, which was designed to help poor children of color, has inflicted the most damage on the kids that it was supposed to help.

We need far more press coverage of the absurdities fostered by high stakes testing. To know about the real-world effects of corporate school reform is to recognize why it should be ridiculed to death. We must also explain, however, that teaching and testing to a standards regime that is disconnected to reality is more than a farce. It is a tragedy. For our poorest children of color, the test, sort, reward, and punish path to school improvement has been especially cruel. And, don’t even get me started about the damage done to our society’s education values by bubble-in accountability.

In Oklahoma City, before NCLB, administrators would grin when they passed out aligned and paced curriculum guides. All types of educators were mostly amused that anyone would seriously contemplate such a guide for our Standards of Instruction as anything more than some silly paperwork to be filed away and forgotten. The time it took for students to master material obviously was the time it took to master material. There was no possible way that the rate of learning could be predetermined and, back then, administrators knew that there was no alternative to trusting the teachers’ judgments on the pacing of instruction. Besides, teachers and students need to be free to build on the kids’ interests and strengths, and get off the beaten path to engage in class discussions, take field trips, and pursue project-based learning.

The pacing guide listed the standards, or major concepts and skills, that students were supposed to master on its schedule. I was supposed to cover a major standard, something as complex and sweeping as the New Deal or the Cold War, every eight minutes, every hour of every day. A unit on World War II, for example, prescribed a one-day lesson to examine the rise of nationalism in the 1920s and 1930s, describe the causes of the war, elaborate on its outcomes and effects, from the Holocaust against the Jews and other groups, to economic and military shifts since 1945 to the founding of the United Nations and the political positioning of Europe, Africa, and Asia. This lesson was known in the curriculum guide as “Standard 16.4.” Another typical one-day lesson, known as Standard 7.2, was to describe China under the Qin, Han, T’ang, and Sung Dynasties; discuss the traditions, customs, beliefs, and significance of Buddhism; document the impact of Confucianism and Taoism, and detail the construction of the Great Wall.

Since history test scores were not included in the NCLB accountability matrix, nobody bothered to ask whether I followed the pacing guide. By 2005, however, freshman math and sophomore English teachers had to organize their instruction around those standards and, on Fridays, give benchmark tests, provided by the central office. Teachers resisted the micromanaging, so grades were mandated for benchmarks.

Soon failure rates soared from below 20% to 80% to 90% in tested subjects. Within three months, our school lost 40% of its students, mostly to the streets. This occurred as the percentage of our students on special education IEPs peaked at 30% and the number of high schoolers who could not read their name jumped from zero to twelve.

After that horrible fiasco, the doubling down on teach to the test according to a mandated schedule grew worse as individuals were supposed to be held accountable for test-score growth. My students complained that they had been robbed of an education. Their entire career had been dominated by fill-in-the-blanks, worksheet-driven pedagogy. Now, a full generation of kids have been subject to bubble-in malpractice.

And that raises the question of what else has been lost to corporate reform. Since 9/11, the global village has faced incredible challenges, but how many classes have been required to keep their aligned and paced schedule, and thus denied an opportunity to grapple with world historical issues. Digital miracles abound, but have schools introduced the younger generation to cultural literacy and media ethics? The economic and racial divide has exploded into view, but how many classes are denied the time to address the issues raised by Black Lives Matter? Global warming has accelerated and time is running out for wrestling with ecological dilemmas. But, how many minutes are allotted to environmentalism? Someday, our generation may be condemned for ignoring, and allowing our children to ignore, these crucial issues. Our reply – that we had to get through Standard 18.2, or whatever, before the standardized test – is likely to ring hollow.