Test Problems: Seven Reasons Why Standardized Tests Are Not Working (page 2)
Excerpt from: Teachers, Schools, and Society: A Brief Introduction to Education p. 370-376
In a New York City middle school, the principal asked teachers to spend fifteen minutes a day with students practicing how to answer multiple-choice math questions in preparation for the state-mandated test. One teacher protested, explaining she taught Italian and English, not math. But the principal insisted, and she followed his directive. As you might suspect, the plan failed, and in the end, fewer than one in four New York City middle schoolers passed the exam. While the importance of the test dominated the formal curriculum, the lessons learned through the hidden curriculum were no less powerful. Students learned that test scores mattered more than English or Italian, and that teachers did not make the key instructional decisions. In fact once the test was over, one-third of the students in her class stopped attending school, skipping the last five weeks of the school year.
Inner-city schools aren't the only ones experiencing testing woes; rural communities and wealthy suburbs have their own complaints. In Scarsdale. New York, an upscale, college-oriented community, parents organized a boycott of the eighth-grade standardized tests. Of 290 eighth-graders, only 95 showed up for the exam. In Miami protests erupted when over 12,000 Florida seniors were denied their high school diploma, and in Massachusetts, local school boards defied the state and issued their own diplomas to students they believed were being unfairly denied their high school graduation because of the state-mandated test. Teachers in California and Chicago refused to give tests and faced disciplinary action. Why are teachers, students, and parents protesting? What's wrong with measuring academic progress through standardized tests? Here are some reasons why high-stake tests are problematic:
1. At-Risk Students Placed at Greater Risk. Using the same tests for all students, those in well-funded posh schools along with students trying to learn in under-funded, ill-equipped schools is grossly unfair, and the outcome is quite predictable. Since students do not receive equal educations, holding identical expectations for all students places the poorer ones at a disadvantage. State data confirm that African Americans and Hispanics, females, poor students and those with disabilities are disproportionately failing "high-stakes" standardized tests. In Louisiana, parents requested that the Office for Civil Rights investigate why nearly half the students in school districts with the greatest numbers of poor and minority children had failed Louisiana's test, even after taking it for a second time. In Georgia, two out of every three low-income students failed the math, English, and reading sections of the state's competency tests. No students from well-to-do counties failed any of the tests and more than half exceeded standards. Even moderate income differences could result in major test score differences. In Ohio, almost half of the students from families with incomes below $20,000 failed the state exams, while almost 80 percent of students from families earning more than $30,000 passed those same exams.
A third kind of standard called an opportunity-to-learn standard, was supposed to remedy these social and economic challenges. Opportunity-to-learn standards were to ensure a level playing field by providing all students with appropriate educational resources, competent teachers and modern technology. Differences in student learning styles were to he accommodated and additional time provided for students to relearn material if they failed the test. Teachers were to be given quality in-service training. Yet half the states did not earmark money to remedy dramatic educational differences between school districts, and real barriers to achievement—racism, poverty, sexism, low teacher salaries, language differences, inadequate facilities—were lost in the sea of testing. Although the rhetoric of the standards movement is that a rising tide raises all ships, in fact, without the adequate resources, some ships do not rise. In the current standards and testing movement, opportunity-to-learn is the forgotten standard.
2. Lower Graduation Rates. Grade-by-grade testing and graduation tests actually increase school dropouts. A Harvard University study found that students in the bottom 10 percent of achievement were 33 percent more likely to drop out of school in states with graduation tests. The National Research Council found that low-performing elementary and secondary school students who are held back do less well academically, are much worse off socially, and are far likelier to drop out than equally weak students who are promoted. Retention in grade is the single strongest predictor of which students will drop out—stronger even than parental income or mother's education level.
Education Secretary Paige was given credit for dramatic improvement of test scores in Houston, where he was superintendent. Houston was the center-piece of the "Texas Miracle" and the foundation for No Child Left Behind. But by 2003, it became clear that underreported dropouts contributed to test score gains. Houston reported a dropout rate of just over 1 percent a year, but that statistic was put in doubt by later studies that found the dropout rate was closer to 40 percent. When poor students, Latinos, African Americans, and Native Americans fail to meet graduation testing requirements, they are retained in grade and then likely to drop out. When their low scores disappear, the school's average test score improves, giving a picture of success when the real picture is failure
Reprinted with the permission of McGraw-Hill Companies.
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