It’s that time of year again. Everyone is counting down to the tests or counting down the days until the tests are over. Administrators can tell you how many days until the tests begin without even thinking about it. Teachers have countdowns in their lesson plans and on their boards. Parents think about which days they need to be sure to get their children to bed on time and which mornings they need to eat a good breakfast, per the directives they’ve been receiving from the schools once a week since classes resumed after Christmas break. The nurses will tell you that their offices are busier with requests for Tums and Tylenol, from students who have upset stomachs and headaches from the stress of the tests. The secretaries at the secondary level will tell you about the questions they’re already getting from kids who are planning to come to school late on testing days and what their excuses need to say.
But, what about the kids? In case you haven’t noticed, I’ve taken a much longer break than anticipated from this blog (and newsletter – sorry, loyal subscribers) precisely because I’ve been listening to the kids and their parents. I’ve been following opt-out channels to see how the parents are wording their opt out letters and how they are handling pushback from district administrators. I’ve been having Facebook message sessions with parents asking questions about how to opt out, and I’ve been sharing links to resources and information. I have been quiet so that I could listen to the people who are so desperately fighting this fight for wider curriculum, more opportunities for learning and understanding, and fewer tests and test prep lessons.
Yes, the parents are upset about what their kids are missing out on, as they should be. One mother in particular was in tears because her son’s schedule is full of remedial courses because he can’t pass the high-stakes tests; in turn, he cannot take the art class or vocational class that interests him. Other parents at the secondary level worry about what their advanced students are missing out on in the name of test prep and testing. Things like analytical writing, independent reading projects, in-depth research papers and projects, and midterms and finals – the things they worry their children need to be able to do to truly be prepared for college – are put off until AP courses or are not offered at all They, too, have every right to be upset.
But, what about the kids? When you really listen to the students, they are begging for more. Elementary students watch their parents sign checks and ask if they will teach them “how to write like that.” Kids are watching science experiment clips on their tablets and asking teachers when they get to learn “that kind of fun stuff.” Other kids want to know why school is so boring and how long their teachers have to stand at the copier making all of those testing worksheets. Similarly, secondary students ask teachers to stay after class to teach them cursive because they are worried about not being able to write the required SAT paragraph or sign their names. They ask math teachers about creating personal budgets and balancing checkbooks. And, they ask when they will have to take a midterm or a final because they don’t know how to study for “big exams like they will have to do in college.”
This is what happens when you try to standardize the art of teaching and learning. Kids do not come in a one-size-fits-all package. Young students want to explore and learn and talk and share. They want to get their hands dirty and create. Others want to read that book from cover to cover because it sounds like a funny story, not because it’s on someone’s recommended reading list. Still others want to do math in a way that makes sense, and not in the one way that is best for the test because it will get them the most points. They are sick to death of hearing the word “test,” and they are frustrated that school seems like a months-long marathon to prepare for a test that determines their worth when they’re still dreaming of becoming a superhero, a princess, a chef, or a combination of the three. One thing they don’t want to become is a teacher. Who can blame them?
And, those are just the elementary kids. The secondary students are finding themselves and realizing what their values, beliefs, and interests are. They want to take electives so they have opportunities to learn about various cultures and languages, vocations, art and music, and other programs while they are still students and have time to figure out what they really want to do after those four yeas of high school. Unfortunately, they are told they cannot take those classes until junior or senior year, if at all, because of the testing requirements of the freshman and sophomore years or because those programs have been sacrificed due to the testing requirements and lack of funds.
It’s time to opt out.
It’s time to listen to the teachers, who have been warning of the adverse effects of too many standards and high-stakes tests for years.
It’s time to listen to the kids.
It’s time to listen to the parents.
It’s time to take back public education while we still can.
For further information regarding what the true public education stakeholders – the students, parents, and teachers – have to say about high-stakes testing and opting out, check out these resources:
For more information on how to opt out your child, visit: