Special Report

May/June 2012 A Test Worth Teaching To

The race to fix America’s broken system of standardized exams.

By Susan Headden

How the new tests will affect the states’ already depleted coffers depends on the state. A state like Georgia, which now spends about $10 per student on testing , will likely to have to ante up more money. Mar yland’s costs should come down. Florida will have to scrap an assessment it just revised for the 2010-11 school year to align with more rigorous state standards. Whatever their situation, the states have some careful fiscal planning to do.

But let’s put things in perspective. Critics of testing habitually protest its cost, implying that the millions spent on assessment would be better put toward smaller class sizes, expanded library hours, or the restoration of art and gym. But despite testing’s huge and growing role in education, the U.S. now devotes less than a quarter of a percent of per-pupil spending to assessments. That’s less than the cost of buying each of America’s students a new textbook.

The American education system is at a major crossroads, one that few Americans are aware of. The new assessments—the product of a huge investment of time, knowledge, and talent—are only two years away from being put in place, and they’re desperately needed. It’s too early to know whether they will work as advertised, and even if they do, the danger is that states will quickly revert to their old habits of doing assessment on the cheap. But if we do this right, we could finally provide educators like Caryn Voskuil with one of the tools they need most: a test worth teaching to.

Susan Headden , a Pulitzer Prize-winning journalist, is a senior writer/editor at Education Sector, a Washington, D.C., think tank.

Comments

  • Caroline Grannan on May 09, 2012 3:08 PM:

    Education Sector is a partisan organization that promotes the currently popular package of policies known as "education reform," not an impartial source. This article needs a disclaimer cautioning that it is intended to promote the organization's viewpoint.

  • David on May 10, 2012 4:20 PM:

    Very interesting article. Thanks

  • Janet on May 18, 2012 2:51 AM:

    Standardized assessment is not a bad thing -- but in itself, it does not address two of the largest problems in the American education system.

    First, that impoverished students who (on average) are least prepared to do well in school, will find themselves in schools with the fewest resources for teaching them.

    Second, that teachers who might be willing to take on the huge challenge of teaching and inspiring students with learning disabilities or those whose homes and families haven't given them a solid foundation for school, risk low evaluations because in a school year they may help students make enormous progress and build a basis for future success, but they're not likely to have many students who score above grade level; they start too far behind.

    This article doesn't seriously address either of these problems.

  • Ritsumei on May 30, 2012 11:16 AM:

    I took one of those AP tests (US History) and did well. I remember next to nothing. US history and the philosophy of the Founders has, in the past several years, become a topic of particular interest to me. It's very clear to me that the sort of cramming for the test that year's history course was made of was useful for nothing. I didn't retain ANY knowledge to speak of, and we simply didn't cover much of what made the Founding Era great: it wasn't on the test. I'm NOT impressed with the AP tests. They are useful only as coupons for reduced-cost college credits. The teaching to the test, in my experience, guaranteed that the retention simply wasn't there.

    It is also worthy of note that all powers not delegated to the federal government are reserved to the states or to the people -thus all federal involvement is unconstitutional, as it is in no place in the Constitution delegated to the national government. Federal involvement is usurpation of rights that belong with parents, plain and simple. I find the "common core" movement deeply disturbing, as it relates to our freedom to educate our children, and to freedom in general. This sort of top-down, government-centric educational model is incompatible with our system in which sovereignty rests with "We The People," rather than the ruler. These so-called "common core" initiatives fill me with dread for the implications to our freedoms, and I say kudos to Virginia and any other state that refrains from participation.

    Frankly, putting government in charge of education - arguably the single most important leash on government excess over generations - is no different from putting the fox in charge of the hen house.

  • v98max on May 31, 2012 8:00 AM:

    When my dad's school district first flirted with competency testing, every member of the school board was given the citizenship test for legal immigrants. They all failed. Needless to say, it was quickly determined that the test must be too hard.

  • Liz Wisniewski on June 02, 2012 12:10 PM:

    And we continue to focus on weighing the pig........As a fourth grade teacher, I am encouraged to know that the tests will be improving, and yet as I read this I started smiling. The truth is that using the tests for teachers' information is not really necessary as any halfway decent teacher already knows what their students can do. Spend everyday with 21 kids teaching them for month after month and you know them as learners, you know what they can do and what they can't. If a teacher needs standardized test restults to know if a student cannot do multi-digit multiplication I would suggest that someone check what she is smoking in the outside smoking area.

    If only all this time and money was spent on helping children be "present for learning" and on making sure we hire intellectually energized and well trained people as teachers. Yet, we continue to think that weighing the pig is going to make it fatter.....sigh......

  • Bob Ellingsen on June 04, 2012 2:00 AM:

    I taught AP US History for twenty years, and I think the AP program represented the paradigm for what education ought to be. It kept my feet to the fire; I had to cover a rigorous curriculum and couldn't waste a minute. If I wanted my students to do well on the three essays on the AP test, they had to practice writing all year, and I had to read what they were writing and offer feedback. Moreover, even the multiple-choice questions on an AP exam usually require the student to do more than just recall facts. Finally, the presence of a high-stakes test that has meaning for the student changes the dynamic in the classroom. In a very real sense, the student and I were "on the same side." If he or she did well on the test, both of us would be very happy. "Teaching to the test" is as good or as bad as the test itself.