In light of the ongoing public health crisis, the Biden administration has mandated that states conduct their annual standardized assessments in mathematics and English Language Arts. Although some “flexibility” has been promised regarding the timing and method of administration, outright cancellation is not an option.
As an educator, I strongly believe this decision is misguided. The current circumstances make it unnecessary for both schools and students to endure the added stress of these high-stakes tests. The logistical challenges of administering these exams in a pandemic-stricken environment will be overwhelming. Moreover, the resulting data will likely only reaffirm what we already know: schools managing to return to a semblance of normalcy are faring well, while those that are struggling are facing significant challenges. Do we truly need standardized test results to illustrate this reality?
Even in the best of times, state assessments disrupt the natural flow of teaching for weeks each spring. The testing process, spanning multiple days for both math and ELA across various grades, converts the school into a testing facility, requiring extensive schedule adjustments. Students with special needs often require accommodations, while those opting out of the tests are left waiting in guidance offices or auditoriums for the assessments to conclude. This period sees minimal actual teaching, as focus shifts solely to the testing process.
Attempting to navigate this situation amidst a pandemic is absurd. The combination of testing protocols and necessary COVID safety measures presents a logistical nightmare. With so much instructional time already lost due to previous shutdowns, we should prioritize teaching rather than subjecting students to a seemingly endless series of assessments.
Our students have endured an exceptionally taxing year, filled with isolation and uncertainty since school closures last spring. Many have not returned to regular social engagements, and over half are learning remotely, which severely limits peer interactions. The mental health of our students has been severely impacted, making this an inappropriate time for high-stakes testing that would only exacerbate their stress.
It’s also crucial to acknowledge how the pandemic has intensified existing disparities within the American educational system. Schools that have successfully reopened are generally the most spacious and well-funded, often located in affluent areas. Conversely, students of color are disproportionately likely to be learning remotely, with over four million households lacking sufficient internet access, a situation that predominantly affects Black, Hispanic, and Native American families. This raises concerns about many students slipping through the cracks.
For those living in middle-class suburbs where students are returning to in-person learning, it may seem reasonable to proceed with testing. However, the real question is not whether any district can conduct these assessments, but rather if it makes sense for all schools to halt instruction for weeks of standardized testing, especially in communities facing the most significant challenges.
Some argue that assessing economic and racial disparities makes a case for testing, suggesting that test scores can help determine which communities require additional support. However, this perspective overlooks the fact that we already know which communities are facing difficulties. Schools continuously gather data to monitor student progress, and each district can choose the most appropriate assessment methods without relying on a uniform approach.
Furthermore, high-stakes standardized tests are not the only means to gauge student learning. These tests often measure a student’s ability to navigate test-taking strategies rather than their comprehensive understanding of the material. Additionally, the use of test scores as a metric for school and teacher evaluations often reinforces privilege, as higher-performing, predominantly white schools are rewarded while struggling districts are penalized.
The stakes attached to these assessments can distort the educational process, leading to a focus on test preparation at the expense of meaningful learning experiences. Even President Biden acknowledged in 2019 that “teaching to a test underestimates and discounts the things that are most important for students to know.”
In these challenging times, the pressure of standardized testing could hinder learning. Many students may lack the emotional capacity to engage with testing, potentially leading them to disengage entirely.
For the sake of students’ academic success and mental well-being, school districts should have the autonomy to decide against administering these tests at this time. While it is essential to collect data on student progress, districts should implement assessments that align with their unique circumstances. Pushing for state tests during a public health emergency is both impractical and counterproductive.
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Summary:
The Biden administration’s decision to mandate state assessments amid the ongoing pandemic is problematic. The logistical challenges and potential harm to students’ mental health outweigh the benefits of standardized testing. Schools should be allowed to prioritize teaching and use alternative assessment methods suited to their unique situations, rather than adhering to a one-size-fits-all approach during this crisis.