In recent weeks, educators in New York have voiced their frustrations regarding the state-mandated Common Core standardized tests. These assessments, which include English Language Arts and math, have sparked concern among teachers due to a myriad of issues, from serious errors in the test material to content that is alarmingly advanced for students’ grade levels.
Brian Thompson, an educator from Long Island, runs a blog called The Unfiltered Educator, where he sheds light on these pressing issues. His recent post features an array of anonymous comments from teachers who are compelled to speak under the radar due to stringent gag orders surrounding these assessments. The sentiments, while specific to New York, resonate across various states where similar tests are administered.
One teacher recounted their experience proctoring the third-grade test, noting that a particular question about a “sniff” was baffling to both students and fellow educators alike. Several teachers expressed disbelief at the complexity of the questions, with many suggesting there were instances where no correct answer existed. Another comment highlighted the absurdity of a 17th-century poem appearing on a sixth-grade exam, which was material that even college-level teachers found challenging.
The emotional toll on students is palpable. One teacher described how five fourth graders spent three hours on a single test section, missing out on essential breaks and classroom activities. Another noted that some children were subjected to testing for four hours straight, leaving them exhausted and overwhelmed.
Katie Lapham, an ESL teacher in New York, passionately criticized the third-grade ELA test as being “developmentally inappropriate and overly confusing.” Despite the restrictions on discussing specific test content, she openly voiced her outrage, echoing the concerns of many teachers who have witnessed firsthand the detrimental effects of these assessments on their students. Lapham pointed out that the content often exceeds grade-level expectations, making it nearly impossible for young learners to succeed.
The overarching question remains: why are educators’ voices not being heard when it comes to the implications of these tests on their students? The collective feedback from teachers paints a concerning picture—tests that are excessively long, poorly written, and unsuitable for the intended age group. This should be a wake-up call for policymakers and education authorities.
As a parent of a third grader currently navigating these tests, it’s disheartening to learn that many teachers believe such assessments are not appropriate for children. Despite the option to opt my child out of testing, she insisted on participating, driven by the belief in their significance. This pressure is understandable, given that her teacher’s evaluations depend on student performance.
While my daughter is relatively unfazed by the outcomes—thanks to our reassurances about her capabilities—other children in her class may not handle the stress as well. It’s clear that this testing approach is not suitable for young minds. After her second day of math testing, I plan to discuss her experiences casually, hoping she followed my advice to channel her energy into something creative if she faced challenging questions.
If the education system won’t adapt to treat her as the eight-year-old she is, it’s imperative for parents and advocates to step in.
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In conclusion, the outcry from educators about the challenges posed by standardized testing highlights a critical need for reform. As more voices join the conversation, the hope is that change will be implemented to better support our children’s educational journeys.