As another testing season approaches, my child’s classroom shifts from a learning environment to a test-prep hub. Instead of engaging with their usual curriculum, students undergo relentless drilling for the state-mandated assessments looming ahead. This intense focus on standardized tests is not a matter of teacher preference; it’s a directive from educational authorities aiming to evaluate schools and educators based on student performance.
In New York, students in third grade and above participate in these exams, which assess their abilities in core subjects like Math and English Language Arts. In previous years, my son endured a grueling three-day format for each subject, effectively transforming a two-week period into a continuous cycle of testing. Recently, due to significant public backlash and a growing number of students opting out, the state has reduced the number of testing days to two per subject. While this change is a step in the right direction, it still falls short of alleviating the stress that accompanies these assessments.
Interestingly, my son tends to score well but still experiences heightened anxiety during testing. Despite finishing early, he often finds himself idle for hours, which only exacerbates his restlessness. Initially, I dismissed his dislike for these tests as typical school-related discomfort. However, as I observed his anxiety levels rise each year during this time, it became clear that the pressure these tests impose is quite severe. His sleep patterns deteriorate, and he becomes more susceptible to nightmares and insomnia.
When I asked him what bothers him most about the exams, he succinctly articulated, “They make too much of a big deal of it, because they want their school to look good, not because they want their students to learn.” His perspective is both insightful and heart-wrenching. It’s disconcerting to think that children at such a tender age are burdened with this level of stress. The issue of testing-related anxiety is pervasive, affecting students nationwide.
Many children, my son included, feel overwhelmed by the high-stakes nature of these tests, prompting resentment toward school itself. Randi Weingarten, president of the American Federation of Teachers, noted in an interview that “most kids I know are so anxious about the high-stakes consequences of these tests right now that they hate school.”
You might argue that the stress could be justified if it led to genuine learning. However, research suggests otherwise. A 2013 study from prestigious institutions like MIT, Harvard, and Brown found that even if students’ test scores improved due to preparation, there was no corresponding enhancement in their cognitive capabilities. These findings indicate that schools achieving higher test scores do not necessarily foster greater logical thinking or problem-solving skills.
As a parent, I entrust my children to schools for education—not to become adept at acing standardized tests. While I understand that testing becomes inevitable as students progress, I firmly believe that elementary-aged children should not be subjected to such rigorous testing drills and the accompanying stress.
While some students choose to opt out of these tests, my son felt compelled to participate, particularly since the results influence eligibility for the Gifted and Talented program he wishes to apply for. The pressure to conform makes it difficult for families to advocate for alternatives to standardized testing.
Moreover, it’s crucial to acknowledge the disproportionate impact these tests have on students with learning disabilities or ADHD. Schools in low-income areas often lack the resources to properly prepare their students, further compounding the inequities in education.
In the end, although my son will endure this test-taking season, I witness an increasing sense of dread and disengagement each year. This is not the educational experience I envision for our children. We must explore alternate methods of assessing student progress—ones that promote learning and foster a love for education rather than instilling fear and resentment.
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Summary
The pressures of standardized testing are creating significant stress for young students, overshadowing their educational experience. Despite some recent adjustments to testing protocols, many children, including my son, continue to feel anxious and disengaged due to the emphasis placed on these assessments. There must be better ways to evaluate student progress that prioritize learning and well-being.