Issues to Consider in Standardized Testing

As we get closer and closer to this year's STAR test, I thought this article from GreatSchools might be interesting reading.

How high should the standards be?

This is a question that states and education leaders continue to grapple with. They face the challenge of "raising the bar" and holding high expectations for students while keeping the standards realistic so that schools, parents and students will take them seriously.

In August 2006, The Thomas B. Fordham Foundation released an updated report analyzing the standards for all 50 states, building on a similar report they issued in 2000, before Congress enacted the No Child Left Behind law. The report noted that while 37 states have updated or revised their state standards in at least one subject since 2000, on the whole they are "just as mediocre as ever." The average grade for state standards across all subjects was C-minus in 2000 and remains so in 2006. Two-thirds of the nation's K-12 students attend schools in states with standards of C-minus, D-minus or F.

California, Indiana and Massachusetts received the highest marks for their standards while Indiana, New York, Georgia and New Mexico showed progress in improving their standards. Utah, Nebraska, New Hampshire and Wisconsin were cited for showing a decline in their standards.

When considering state standardized tests results, it's important to know where your state stands, relative to other states, in terms of its expectations for students. One way to compare states on a national basis is to look at the National Assessment of Educational Progress (NAEP) scores. Every state is required to give the NAEP test to a sample of students in fourth and eighth grade in reading and in mathematics. By comparing the percentage of students achieving proficiency on state tests with the percentage achieving proficiency on the NAEP, you can get an idea how demanding each state's standards are.

In 2005, the Hoover Institution’s Education Next compared the 40 states for which data was available. You can see the results here.

To get better informed about what the tests mean in your state, examine the state standards, which tests are given, what the level of difficulty is, and what the overall level of achievement is. Take into account the NAEP scores as well.

How do the tests influence what happens in the classroom?

Proponents of state standardized tests believe these tests drive schools to focus on getting all students to meet basic proficiency levels and achieve basic skills. The tests provide a measure of accountability for what goes on in the classroom.

Critics of the tests are concerned that the pressure to raise scores encourages cheating and "teaching to the test." Subjects such as art, music and social studies, which are not currently tested in most states, get less emphasis, and students may miss being exposed to a rich academic environment.

What about high-stakes tests?

The use of these so-called "high-stakes" tests is on the rise. Twenty-three states currently have high school exit exams that students must pass to receive a high school diploma, and three additional states are planning to implement them. Some states use tests in certain grade levels (generally third and/or fifth grade) to determine promotion from one grade level to the next.

"High-stakes" tests have generated much controversy. Proponents believe they propel schools to focus on getting all students to achieve and create a "no excuses" environment. Opponents counter that it's not fair that a single test determine whether a student is promoted.

How important are test scores?

On the whole, test scores give you an indication of how students are performing. But test scores don't tell the whole story. They don't tell you about the richness of the curriculum — whether there is art or music, or opportunities for individual or group exploration into a particular subject. They don't tell you whether students are learning critical thinking skills or how engaged students are in the learning process. These are all important factors to consider when evaluating the effectiveness of your school.

What should I do if I am concerned about my school's test scores?

If you are concerned about your school's results or the amount of time students spend preparing for state tests, here are some suggested questions you can bring to your school principal and school site council:
How are the tests changing the nature of teaching and learning at the school?
What are the content standards for each subject and grade tested?
How much time is spent practicing test-taking skills and memorizing lists?
What is being sacrificed to make room for these test-prep activities?
Does the school use test results to identify areas that need improvement or to target support for certain students?
What is the school or district doing about students who consistently score below grade level?
What is the school doing to address any disparities among particular groups of students?