President's Viewpoint
Tests and Sensibility

Taking a stand on standards and high-stakes testing

According to psychologists, many people have the same two recurring nightmares. In one dream, we’re walking down the street naked. In the other, we’re in school and suddenly have to take a test for which we’re utterly unprepared.

Unfortunately, this second nightmare is becoming reality for thousands of children caught in the push for higher standards and high-stakes testing. Though noble and necessary, new “accountability” reforms are too often being implemented in a haphazard, breakneck fashion across America—and wrecking havoc.

In the mad dash to raise the bar, high-stakes tests have been formulated that are often not aligned with curricula or standards. In many states, teachers are not taught how to incorporate new standards into their lessons, and many districts don’t have resources in place to make such reforms successful.

The results are almost Kafkaesque. In New York City, for example, children are taking do-or-die exams on material they’ve never been taught. Regrettably, in order to raise test scores, some teachers have resorted to cheating.

In Massachusetts, statewide tests designed to fortify public education have boomeranged. High-performing schools like Cambridge High are modifying ambitious curricula to “teach to the test.”

In Virginia, the state’s once-lauded new standards—created without input from teachers–have created a backlash. Among other things, these standards require third graders to “explain the term ‘civilization’ and describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, architecture, music, art, religion, sports and roles of men, women, and children.” Is it any surprise that only 7 percent of Virginia’s schools are living up to state testing standards?

All across the country, I’m hearing similar reports from NEA members. Reports about teachers required to adopt a new curriculum without new textbooks. Reports about standards that read like a wish-list concocted by thinktanks. Reports about test results stigmatizing underprivileged and minority children. What do we do?

When I attended the governors’ Education Summit last fall, I made it clear that, yes, NEA members support high standards. Yes, we believe that all children are capable of learning. And, yes, schools should be held accountable for student achievement.

But I stated unequivocally that applying one-size-fits-all standards to a world full of “savage inequalities” is grossly negligent. If we truly want to educate all children to high standards, we need to make unprecedented investments in our schools. We need to prepare teachers to teach new material. And we need to ensure that teachers help determine what expectations are appropriate and realistic.

Standards and testing may be the greatest challenge facing public schools in this new millennium. We in NEA need to use our collective voice to ensure that a more carefully thought-out approach is taken. And parents are natural allies in this effort.

Albert Einstein once said, “In the middle of difficulty lies opportunity.” By working together on this issue, we have a unique opportunity to strengthen both public education and our relationship with America’s families. These, to me, are dreams worth pursuing.

Comments? You can E-mail Bob Chase at BobChase@nea.org. If you would like a response, please be sure to include your name and NEA local affiliate.