Our allies at Pastors for Texas Chuldren fought courageously against the passage of voucher legislation but were ultimately defeated by Governor Abbott’s plan to oust moderate Republicans from the legislature.
Funded by Pennsylvania billionaire Jeff Yass and Texas billionaires Farris Wilks and Tim Dunn, both of whom are Christian pastors and nationalists, Abbott managed to defeat the moderate Republicans who worked with Democrats to beat vouchers.
Now the Pastors have set their sights on minimizing the damage done to children by standardized testing. For many years, Texas legislators have been obsessed with test scores. They never consider the harms done by the tests to students, teachers, and the love of learning.
The Pastors did, and they issued this statement:
At Pastors for Texas Children, we believe every child is a precious gift of God, created with unique abilities and potential. Yet for decades, our public schools have been forced to rely on standardized testing as the primary measure of learning and progress. These tests were designed with good intentions, but in practice, they have done real harm to our children, our teachers, and our schools.
Standardized testing narrows the curriculum, reducing education to what can be measured on a multiple-choice exam. It discourages creativity, critical thinking, and the joy of learning. Instead of nurturing a child’s individual talents, testing forces them into a one-size-fits-all mold. For many students, especially those from vulnerable communities, these tests add unnecessary stress and stigma, often labeling children by a single score rather than recognizing their God-given worth.
Teachers, too, are burdened. Their ability to teach with passion and flexibility is restricted when their professional value is tied to test results. Entire classrooms are transformed into test-prep factories, rather than places of discovery, curiosity, and growth. Public schools—the foundation of our democracy—are weakened when accountability is reduced to a number on a page.
HB 8 purports to mitigate the damages of standardized testing and fails. The version advancing out of the Senate is even worse. There is still time to fix this bill, but the clock is ticking. Call your State Representative now and tell them to remove high stakes from these assessments and strip TEA of its authority to administer them.
Our faith calls us to see children as whole beings, not data points. We must move toward assessments that encourage true learning, affirm student progress, and honor the dedicated work of educators. Texas children deserve classrooms that inspire and equip them, not testing regimes that drain and demean them.
We urge you to join us in advocating for an end to the overreliance on standardized testing in Texas public schools. Let us stand together for education that celebrates the fullness of every child’s potential.


I know whenever I seek information on psychometrics the first place I look to is the clergy.
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The pastors are right. Teaching to the test is an abomination. It corrupts teaching and education.
See psychometrician Daniel Koretz works, “Measuring Up” and “The Testing Charade.”
I got my schooling in Texas long before NCLB. The only tests I took were written by the teacher. The tests covered what she or he taught. They were not multiple choice except in math. The teachers scored the tests.
The Pastors for Texas Children are right. And their view is corroborated by the nation’s best psychometricians.
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Amen. In addition, the results of standardized testing are often misused by states and school districts. They are sometimes used to pigeonhole students or punish them. High poverty schools are sometimes deemed “failure factories” that are closed, and students are shuttled into other non-local schools. Likewise, teachers, particularly those in high poverty areas, sometimes lose their jobs over test scores. The misuse of standardized test scores can have devastating consequences.
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“These tests were designed with good intentions….”
No, they weren’t. If you start with the assumption of good intentions but ignorance, then the solution is education. But activists have been educating for at least a decade now and nothing has changed. So ignorance was never the problem. You can’t fix the problem until you accept what it is: profiteering. And your methods have to change.
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Dienne,
Agreed. Pearson had a $500 million contract with Texas. They had lobbyists who paved the way to keep testing in place. There might have been a few well-placed campaign contributions.
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Both of you took the words out of my forefinger.
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Too bad forefingers do not shoot death rays like in Star Wars.
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I’m a neuroscientist. I’ve taught thousands of health care professionals, graduate students, and undergraduates. Most were quite bright and enthusiastic. Some clearly had been very poorly prepared, and were ignorant of foundational concepts like evolution, the scientific method (which isn’t limited to science), and human rights. It didn’t have to be that way.
As a scientist, I like to see proof, not well-meaning assertions, especially by people who refer to a god as a given. How about quoting expert reviews of the literature, pro and con, regarding the effects of standardized testing, and comparison with other means of assessment? Testimonials from commenters are potentially useful for such research, by the way, but not rigorous or reliable.
I must acknowledge my bias here. I think curricula should be determined by experts in the fields of study in consultation with education professionals, definitely not by local school boards. To put it a bit harshly, if the majority of school board members are ignorant or stupid, which is often the case where education is poor, how can they be expected to improve the quality of that education?
For quality education, we also need quality teachers, who should be well educated and trained, with continuing education and assessment, and very well paid like other skilled professionals. In a country where too many people reject the foundations of science, humanities and the arts, we end up with an electorate incapable of dealing with the urgent polycrisis we’re undergoing, and a population that misses out on the full richness of life.
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You are right!
Supposedly, the state curriculum lays out broad outlines of what is to be taught eg, US History) but doesn’t tell teachers how to teach and leaves judgments as debates and topics for research, not assertions about theology or disputed topics. Ryan Walters in Oklahoma insists that teachers teach that the 2020 election was stolen. A lie refuted by ample evidence.
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