Indignant Lesson #13: Why High-Stakes Tests are Bad
This lesson was adapted from Christel Swasey, a Utah mother/former teacher who writes a great blog with three other women. While it was Utah-specific, The Indignant Teacher has modified the text to make it more general, explaining why parents everywhere should be resisting high-stakes tests:
1. The Common Core State tests, which test math and English, are nontransparent and secretive.
2. I don’t believe in the Common Core standards upon which these tests are based. They are experimental. They snub classic literature. They dilute classical math. They were developed and copyrighted by two D.C. private clubs who have no accountability to me as a teacher or as a voter– (the NGA and CCSSO). They give power to a centralized system that is contrary to the constitutional concept of separating powers and empowering local control.
3. The tests feed the national data collection beast via the 50 nationally interoperable State Longitudinal Database Systems (SLDS), feed the P-20 child tracking/surveillance program, and will gather nonacademic, private information on students, including “behavioral indicators”.
4. It’s nobody’s business, how my individual child does in math and English –except the teacher’s business, and mine. My child’s not to be counted as the government’s “human capital” and the government’s not an invited “stakeholder” in my child’s education, career, or life. Remember this: business leaders, governments and legislatures don’t have authority to use tests and data collection to snoop on any child (or adult) for “collective economic prosperity” or for any other reason.
5. Overemphasis on high-stakes testing hurts kids and wastes instructional time.
6. Overemphasis on high-stakes testing hurts teachers. They will be controlled by how students do on the tests; this limits teachers’ autonomy in the classroom and is an insult to teachers’ professional judgment.