Study says standardized testing is overwhelming nation’s public schools

[Anonymous]

Anonymous wrote:
The test taking is the smaller problem (since it takes relatively little time and you can opt out of it). The larger problem is with the repetitive drill-like teaching to the test, because for the schools a lot depends on the outcomes of those tests. I don't see how you eliminate this latter problem unless you change the way schools and teachers are evaluated. What would be meaningful measures of performance that do NOT involve student testing?


And this is why all of the opt-out stuff is silly.

Please explain what your "why" is referring to.

[Anonymous]

I'd be really curious to dig into the data to understand exactly what they're describing as standardized/mandated testing. For instance, the chart shows that the average number of mandated tests in kindergarten is 6. Sure, my child probably did around that last year, if you count every single reading and math assessment done at the beginning, middle and end of the year to find out where the child was starting from (essential for differentiated instruction, which everyone seems to love), and to confirm how he was progressing. They were barely a blip for him, and I can't imagine how a teacher could feasibly determine everyone's skill level at the beginning of the year, and then provide parents with concrete feedback on how their kids were doing at the end of the year, without doing *something*.

The teachers are doing a lot of assessing constantly. It doesn't take long before the teacher sees where the student is with reading and math even without these tests. The tests cannot tell you the most important thing about your child, which is how your child attacks work (reasoning and motivation) and why he/she is not making progress. This is what a teacher can see and understand by observing and working with your child. The tests are very limited in their diagnostic capabilities and most time should be spent on actual real time diagnosis and help from the teacher(s). Finally, the tests should never be considered high stakes or the ultimate arbiter of a student's capabilities. Each student is a complex being.

[Anonymous]

The standards on SOLs are low that most of the high performing areas don't seem to have a problem or major focus as they are focusing on AAP and GT programs. Funny thing is that the schools that struggle need help. So the tests are doing the job.

[Anonymous]

The standards on SOLs are low that most of the high performing areas don't seem to have a problem or major focus as they are focusing on AAP and GT programs. Funny thing is that the schools that struggle need help. So the tests are doing the job.

Doing what job? Turning classrooms into drill factories?

[Anonymous]

Anonymous wrote:

I'd be really curious to dig into the data to understand exactly what they're describing as standardized/mandated testing. For instance, the chart shows that the average number of mandated tests in kindergarten is 6. Sure, my child probably did around that last year, if you count every single reading and math assessment done at the beginning, middle and end of the year to find out where the child was starting from (essential for differentiated instruction, which everyone seems to love), and to confirm how he was progressing. They were barely a blip for him, and I can't imagine how a teacher could feasibly determine everyone's skill level at the beginning of the year, and then provide parents with concrete feedback on how their kids were doing at the end of the year, without doing *something*.

The teachers are doing a lot of assessing constantly. It doesn't take long before the teacher sees where the student is with reading and math even without these tests. The tests cannot tell you the most important thing about your child, which is how your child attacks work (reasoning and motivation) and why he/she is not making progress. This is what a teacher can see and understand by observing and working with your child. The tests are very limited in their diagnostic capabilities and most time should be spent on actual real time diagnosis and help from the teacher(s). Finally, the tests should never be considered high stakes or the ultimate arbiter of a student's capabilities. Each student is a complex being.

PALS testing in kindergarten actually does break down reading into its building-blocks skills to see where a child is doing well, and where a child needs some help in order to progress in their reading. And it's not high-stakes, not is the ultimate arbiter of a student's capabilities.

[Anonymous]

^ Kindergarten is a different animal when it comes to testing.

[Anonymous]

PALS testing in kindergarten actually does break down reading into its building-blocks skills to see where a child is doing well, and where a child needs some help in order to progress in their reading. And it's not high-stakes, not is the ultimate arbiter of a student's capabilities.

Teachers are mandated to test with PALS. However, every hour spent testing is an hour not learning. It's too high a price to pay. Some schools and many countries do not test Kindergartners. Guess what - they learn to read beautifully. Take the generation of parents today. They were not tested in Kindergartner the way their own kids are tested today. Guess what - the parents of today learned to read, too, without all the testing.

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

[Anonymous]

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

+1000 As we become more pinched for money in this country, we cannot afford this nonsense. We know we have achievement gaps . . . this is not some news flash for educators. We need to move students forward as individuals in meaningful ways. The tests are not helping us to do that.

[Anonymous]

Can someone please send me the link that shows how much the state of Virginia is spending on state testing? I know there is a local contribution but would like to know the state funding first. Also, this study says the average amount of time in testing from 3rd grade on is about 23 hours. It seems the average amount of testing time in VA is much lower. Does anyone have the hours for VA alone?

[Anonymous]

Anonymous wrote:

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

+1000 As we become more pinched for money in this country, we cannot afford this nonsense. We know we have achievement gaps . . . this is not some news flash for educators. We need to move students forward as individuals in meaningful ways. The tests are not helping us to do that.

These testing companies have lobbied for this. They're enjoying dipping into the till. It's so hard to stop it once it stops. People making a buck will always trump what is best for kid's education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

+1000 As we become more pinched for money in this country, we cannot afford this nonsense. We know we have achievement gaps . . . this is not some news flash for educators. We need to move students forward as individuals in meaningful ways. The tests are not helping us to do that.

These testing companies have lobbied for this. They're enjoying dipping into the till. It's so hard to stop it once it stops. People making a buck will always trump what is best for kid's education.

Can you please post the numbers for how much VA contributes to these SOL testing services?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

+1000 As we become more pinched for money in this country, we cannot afford this nonsense. We know we have achievement gaps . . . this is not some news flash for educators. We need to move students forward as individuals in meaningful ways. The tests are not helping us to do that.

These testing companies have lobbied for this. They're enjoying dipping into the till. It's so hard to stop it once it stops. People making a buck will always trump what is best for kid's education.

Can you please post the numbers for how much VA contributes to these SOL testing services?

You have to look on the VA Dept. of Education website. It is buried. You have to look at the budget. Specifically, you need to look at the line item for Pearson. Pearson is the testing company that writes the SOLs. I've seen numbers quotes between $46 million to $37 million. However, those numbers don't include staffing that supports testing in each school division. Almost every school now has a testing coordinator. THis is a former classroom teacher whose job is to schedule the tests and keep data on the tests. THis salary is not under payment to Pearson, but it nevertheless takes money away from instruction. Another example, the principal at local elementary school spends half the day looking at data with the instructional coach. THe instructional coaches are, also, former classroom teachers whose job is to look at data from tests and support regular classroom teachers in their efforst to help the struggling students pass state tests. THese salaries are, also, not listed under testing, but this expense takes away from funding from classroom funding. Then each school division has one or several central staff members whose job it is to analyze data from the tests and put the positive spin on their school website. Again these salary numbers are taking away from funding additional teaching positions and lowering class size.

Start looking around your individual schools and see, how many staff members are devoted to data and testing. It's eye opening.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Taxpayers are throwing away a lot of money on testing. Have we closed the achievement gap? No, why are schools throwing a lot of $ into testing? Wouldn't $ be better spent on reducing class size, enrichment learning, field trips, more books for the libraries, more IAs in classes?

+1000 As we become more pinched for money in this country, we cannot afford this nonsense. We know we have achievement gaps . . . this is not some news flash for educators. We need to move students forward as individuals in meaningful ways. The tests are not helping us to do that.

These testing companies have lobbied for this. They're enjoying dipping into the till. It's so hard to stop it once it stops. People making a buck will always trump what is best for kid's education.

Can you please post the numbers for how much VA contributes to these SOL testing services?

You have to look on the VA Dept. of Education website. It is buried. You have to look at the budget. Specifically, you need to look at the line item for Pearson. Pearson is the testing company that writes the SOLs. I've seen numbers quotes between $46 million to $37 million. However, those numbers don't include staffing that supports testing in each school division. Almost every school now has a testing coordinator. THis is a former classroom teacher whose job is to schedule the tests and keep data on the tests. THis salary is not under payment to Pearson, but it nevertheless takes money away from instruction. Another example, the principal at local elementary school spends half the day looking at data with the instructional coach. THe instructional coaches are, also, former classroom teachers whose job is to look at data from tests and support regular classroom teachers in their efforst to help the struggling students pass state tests. THese salaries are, also, not listed under testing, but this expense takes away from funding from classroom funding. Then each school division has one or several central staff members whose job it is to analyze data from the tests and put the positive spin on their school website. Again these salary numbers are taking away from funding additional teaching positions and lowering class size.

Start looking around your individual schools and see, how many staff members are devoted to data and testing. It's eye opening.

Since it's so buried, I'd appreciate it if you could provide the actual link. Thanks.

[Anonymous]

The cost then from the state would be between $23 and $29 per student per year since there are about 1,600,000 students in VA.

[Anonymous]

I think the governor should take away the pass advanced mark for the test. One of the reasons some of the better schools are spending time on the SOL's is because of this pass advanced level. If it was just a passing level, these schools wouldn't spend as much time on the test and then only the struggling schools would need this emphasis which they should probably have anyway.