Why Standardized Testing Doesn't Work

For years I've made the claim that the only ones the standardized testing in schools benefit, is the companies who administer  the  tests.   Following the scandal that is unveiling in Atlanta schools, I think more people will agree.

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With schools who already struggle with tight budgets, having to deal with funding being tied to test scores, I am not surprised to see that they are forging the numbers and cheating to obtain the required scores.  Do I condone it? Of course not, but the testing has in my mind been proven quite useless, and the money and time spent on the testing could have been used much more productively to give our children a better, and more well rounded education.

In 2008, Washington Post published an article regarding the 5 widespread  Myths About No Child Left Behind.  They discount my argument about the cost of the program without giving specifics about the cost, so until proven different, I will stand behind that argument. But I find the time spent on these tests and the emphasis placed on the results more important.

According to Wikipedia, American 9 year olds, had better test results in 2005 than we had seen in the past three decades.  However, the increase in test results were about the same between 2000 and 2003 (when the No Child Left Behind took effect) as they were from 2003 to 2005. So when the results were already on the rise, how realistic is it to argue the legislation had anything to do with the increase?

New York Times reports that the overall test scores for 17 year old students were the same in 2009 as they were in 1971, and the gaps between white students and minority children remained the same as they were 20-30 years ago. So where exactly are the benefits of theses tests?  I know the Obama Administration has proposed changes to No Child Left Behind, but none, that I have seen, that would provide any major change in how schools are rated and/or funded through the program. 

I understand the argument of holding schools accountable for teaching their students what they are supposed to learn.  But as a parent, I find it strange that any parent would not know whether or not their child is keeping up with their class work.  If you read with your young child for 20-30 minutes every day, would it not be evident whether or not she knows how to read?  If you check their homework on a regular basis, is it not evident whether or not they understand it or not?  It is beyond me that any parent of 4th and 5th grade students can be surprised that their child somehow passed through the system without knowing what they were supposed to.  Where is the parent accountability?

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 Most of the "problem schools" or "at risk schools" are in poor areas, but I have trouble understanding how poor equals not involved. I am far from rich, a single parent with very active children. Working two and three jobs, I manage to be one of the most involved parents in our school, because my children's education is a priority.  Forcing parents to make their children a priority, is how I believe we can fix the system.

If parent involvement was mandatory, I strongly believe we would see a vast increase not only in test scores, but in graduation percentages and college applicants. Besides having to sign off on the children's school work, it can be as simple as having to show up for open house when school starts, and attending two teacher-parent conferences through the school year.  That may seem very basic to you, but I know in our school (which by the way, is not an at risk school), very few parents schedule conferences if not forced to do so because of their child's behavior or low scores.  Why is it so hard to understand that getting to know your child's teacher, is the key to keeping the line of communication flowing throughout the year?

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As a new school year is starting, and 30+ teachers have retired or resigned in the Atlanta Schools, I hope we see more parents taking an active interest in their children's education, so that good teachers like Julie Rogers-Martin, can continue teaching children without being surprised by their lack of knowledge from prior years.