Standardized Testing: Who Wins, Who Loses?

    Standardized testing has come a long way from what used to be pencil marks on a scantron sheet. Today, the federally funded standardized testing stakes are much higher, with a whole set of planning going into "testing day(s)" and a variety of rules to follow while doing it. There are scrutinizing testing requirements that students have to endure, and unfortunately impacts our youngest minds the most.  

    State testing is a stressful, high-pressure event for students that occurs every year. The ambience that surrounds standardized testing comes with teachers reminding their students to “eat breakfast,” and to “get a good night’s sleep.” Posters or any form of academia on the walls that could be used as a reference are removed during the testing weeks. There is to be no talking in the classroom, and barriers are put up so there is not cheating. 

    "Parents and teachers are tired of academic standards like Common Core and high-stakes testing. Trying to increase high-stakes standards involving a child’s feelings seems not only ill-advised but dubious" (Bailey). The pressure is on, and the kids can certainly feel it. The teachers are put under pressure from their principals, who are lassoed by the superintendent, who answers to the state board of education, who, in turn, is competing against every other state in the nation to "hit those testing goals." Of course, the stress of unrealistic expectations trickles down to our sweet grade-schoolers who are just trying to figure out life. It doesn't sound so fair, does it? 

    One year I was on assignment as a substitute in a junior high math class. I was told to give referrals to any student that spoke a verbal word out loud during testing. I had warned the students about this rule, but as we know, children will be children, and that rule was broken within 15 minutes. Beyond my judgement, and with no rhyme or reason, I felt forced to kick this student out, writing him a referral, and sending him to the office. In my opinion, it wasted mine and the student’s time. All because of the strict draconian measures that the "state" required during testing time. In a regular setting, he would have gotten reprimanded, and we would have resumed class as usual. Standardized testing indeed comes with a power trip of rules that not only make the teacher feel badly, but also the students. 

    Our children are the ones who suffer during the madness of state testing. Burnt-out educators that have requirements to follow and quotas to fill don't have enough energy to be able to love what they teach, and teach what they love. Unfortunately, the student loses while the Departments of Education relish in comparing their numbers to other states. This cycle continues every year, and every year teachers are met with grumpy students that dread the word "state testing." 

    Instead of using these federal funds for mandated dreaded tests, our districts could certainly, in my opinion, be using their funds in better ways: school buildings that need fixing; adding extracurricular activities and electives classes to curriculum; offering healthy options for lunch. Districts nationwide cannot even hire enough bus drivers so that our students can go on field trips. The very essence of real-life learning entails experience. Standardized testing, in my opinion, is not a learning experience, but rather, another way to data-mine our children.  

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