Testing: You Can Refuse, But You Can’t Hide

Reading and math have had a long history of being tested with standardized tests. The classic notion of reading, writing, and arithmetic has been the center of people’s perception of what kids learn at school. But this idea represents a very narrow understanding of what really goes on at school.

Standardized testing usually starts in the third grade. When I first started teaching in Baltimore City, it was a big deal if you were assigned to one of the testing grades (grades 3 and 5 in that K-5 school). If you taught in a tested grade, the pressure for your kids to perform was much greater, especially if your school, like mine, was drastically under-performing and in danger of being taken over by the state.

Also, the more your test scores improved, the more funding the school would receive. (This is particularly important if your principal, like mine, was misusing thousands of state funds for her own personal gain in the form of lavish “professional development” trips and paying friends’ salaries for positions they didn’t actually hold or qualify for.)

But this added pressure of testing was reserved for those teachers teaching the third or fifth grades. The other teachers were left out of the test prep activities and the proctoring of tests. They weren’t held accountable for the test scores at all, as if the third graders hadn’t had to go through K, 1st, and and 2nd grades or the 5th graders hadn’t had a teacher for 4th grade that contributed to their learning as well.

In the middle school, this inequality in testing is even more pronounced. Since teachers teach specific subject areas, even if they switch grades, they can still remain teacher untested students for their entire career. Yet math and reading teachers are doomed to a career dominated by standardized testing. In NJ and many other states, social studies has never had a standardized test and that has led to it being marginalized, particularly in the elementary school.

The National Council for the Social Studies (NCSS) is increasingly alarmed by the erosion of the importance of social studies in the United States. This erosion, in large part, is a consequence of the implementation of No Child Left Behind (NCLB). Since the introduction of NCLB, there has been a steady reduction in the amount of time spent in the teaching of social studies, with the most profound decline noticed in the elementary grades. 1In addition, anecdotal information indicates that many American children are receiving little or no formal education in the core social studies disciplines: civics, economics, geography, and history. That such a situation has evolved is untenable in a nation that prides itself on its history, its system of government and its place as a leader in the global community.

By requiring states to measure student achievement in language arts and mathematics and tying school performance reports and financial incentives to testing results, NCLB resulted in the diversion of both funding and class-time away from social studies and other non-tested subjects. The phrase “if it isn’t tested, it isn’t taught” resonates in the American educational community, with significant implications for educational practices and outcomes.


A few years ago, science was added to the NJ ASK and science teachers began to feel the pressure that reading and math teachers had been feeling for an eternity. But with the push to tie teacher evaluations to test scores, the standardized testing machine couldn’t stop at adding science. What about social studies, physical education, health, art, music, family and consumer science, keyboarding, and industrial arts? Those subjects had teachers too, and they needed to be evaluated. But how without creating a standardized test for every single subject?

The answer was Student Growth Objectives or SGO’s. SGO’s were based on these teachers making standardized tests of sorts. These tests were developed collaboratively by teachers in the same subject area and/or grade. Benchmark tests are now given twice a year, once in September and again in May or June. They are written, administered, and graded by the teacher. The SGO is based on a goal set by the teacher as to what level of growth they hope to achieve that school year.

So this means that your children are now tested in all areas by test standardized across every discipline taught in school. And it doesn’t even end there.

Teachers of the PARCC tested areas (elementary grades 3-5 and reading and math teachers from then on) are evaluated based on Student Growth Percentiles, which will be calculated using the PARCC data from this year. However those teachers must also develop their own benchmark tests (one or two) to determine an SGO as well. (Where I taught, this was a 200 question multiple choice test developed by teachers.)  So, in reading and math, many students face four tests a year that are not directly tied to their current lessons but rather overall academic achievement goals.

When do the teachers have time to teach? 

Right now, tying teacher evaluations to test scores is new so the percentages may change down the road. But here is the breakdown of how teacher evaluations will be calculated this school year of 2014-2015.

Teachers of PARCC tested areas: 

Teacher Practice 55%  SGO: 15%   mSGP(mean Student Growth Percentile): 30%

Teachers of non PARCC tested areas: 

Teacher Practice 85%  SGO: 15%   mSGP(mean Student Growth Percentile): none

So teachers of students that do not take the PARCC will have 85% of their evaluation based on their lessons and observations. And, the “standardized test” that they give allows them some really nice advantages. They create the test. They administer the test (with none of the oversight and regulations that come with the PARCC test) . They grade the test. They even get to set their own goals for what they want to achieve. Pretty good deal.

Teachers of students who take the PARCC have just barely over half of their effectiveness based on their lessons. 85% vs. 55% is a HUGE difference. Plus they have even less time to teach, because they have to give benchmarks for their SGO’s and take 2 weeks out of instructional time to give the PARCC.

Who in their right mind would want to be a math or reading teacher under these circumstances? If teachers fare poorly under this system, will they be able to find enough desperate, young or naive suckers or altruistic saints to fill their shoes? 

This system is unequal and guarantees a school curriculum dominated by testing. So, send in your refusal letters, I know I will. But don’t fool yourselves. Even if we “Take the PARCC” and it goes down in flames, our children’s education will not be saved.

Testing: You can run, but you can’t hide.


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