The Testing Epidemic

“The average student in America’s big-city public schools takes some 112 mandatory standardized tests between pre-kindergarten and the end of 12th grade…about eight a year.” (Valerie Strauss in The Washington Post)

Standardized testing begins with kindergarten admissions tests at some schools and reaches a fever pitch in high school with advanced placement and college entrance testing. Parents are anxious and spend hundreds or even thousands of dollars for testing tutors. Students are anxious, sometimes to the point of physical illness. Teachers are anxious when test scores affect their salaries and job security.

What Can a Parent Do?

Talk to your child.

Ask what he has been told about the tests. Find out if he has been given previous test results and if he knows how the results will be used. This will help you know whether or not he feels stressed about testing. His answers will also help you figure out your next steps.

Ask school administrators how they prepare students for standardized tests.

Some schools have “pep rallies” that ratchet up the stress level for some students. Other schools help students find ways to de-stress about tests. If you disagree with your school’s approach, speak up. (Check out my recommended reading for more about this.)

Ask school personnel if test results will be shared with your child.

Some middle and even elementary aged students are shown their test scores. They may be confused about numbers they don’t understand. They can become discouraged when teachers give them test goals they don’t know how to reach or when they share their scores with their friends. Ask that your child be given skill-based feedback instead of scores: “It looks like you had trouble dividing fractions on this test. Were you surprised about that?” versus “You got a 275 and your goal for the next test is 310.”

Understand how the scores will be used and plan accordingly.

Find out if scores will be used for placement or entrance requirements. Ask if there are other ways to qualify, for instance by submitting grades or teacher recommendations.

If your child’s scores are low, try to find out why.

Ask her teachers if they have any concerns. If there are issues, address them. What if your child is doing well in the classroom? Ask if she had technical problems with the computer or the test format. Ask the teacher or proctor if your child seemed focused during the test. Find out if your child finished the test on time.

What if you still don’t have answers? Do some digging into the test itself. Ask for studies showing how the test aligns with other tests and with classroom grades. See how well the test lines up with your child’s curriculum. If the answers aren’t satisfactory, you may want to challenge the use of scores for decision making.

Consider individualized testing.

Sometimes invalid scores keep students from being considered for a magnet or independent school or academic program that would be right for them. If this happens, think about having your child tested individually. I have evaluated many middle school and high school students who had been dealing with hidden learning disabilities for years. You may be able to use information from a psycho-educational report to substitute for or supplement other test scores.

Acknowledge that there is a wide variety of educational paths for your child.

This is the single best way to take some sting out of disappointing test scores. Sometimes the stakes do seem very high. What if your child scores below the required level for the magnet school that her friends plan to attend? What if your son got a very low score on the entrance exam for the private school his sister attends? What if your child’s ACT score is well below the target for entrance to his first, second, or even third choice college? Reduce stress for yourself and your child by having a range of alternatives in mind before test scores even enter the picture.

Breathe. Reflect. 

Before you spend thousands of dollars on tutoring or make dozens of phone calls trying to get your child a spot in the school of your choice, step back and assess. Why do you want your child to attend this particular school or college?

The “best” schools can be the worst schools for some students. Does this school or program really “fit” your child? Think about her skills, motivation, interests, and energy level. Think about the sacrifices that might be required–lower grades, more stress, less time for other interests and for family activities. Think about her temperament and tolerance for stress. Think about whether the school values and environment fit your family’s core values and style. A school or college is only “good” if it is good for your child and your family.

I have been saddened by the many, many bad fits I have seen–the slow reader who spent six or more hours on schoolwork every night; the lively, likeable dancer who had no friends at his “football” school; the creative, quirky young woman who felt isolated and depressed among her highly conventional classmates. In each of these situations I could envision the student thriving elsewhere—the slow reader at a similarly challenging school with student support services and accommodations; the dancer at an arts magnet school or one with a performing arts department; the quirky young woman at a different private school with more diverse student personalities and interests.

Get real. 

Remove any blinders that might lead to unnecessary stress for you and your child. What if your child is expecting to attend an Ivy League university but his standardized test scores and now his SAT scores are smack dab in the middle of average? Average isn’t scary, or bad, or failing. Reframe “average” as competent. Help your student come up with a range of options. Emphasize that there are many right choices for him.

Remember that your child is not a score and scores are not destiny.

Do you care what score your best friend made on the ACT a decade or two ago? Scores don’t equal success or happiness or character. Visualize your adult child in 25 years–a leader in her community with a successful career, surrounded by family and friends who love her. Her SAT scores will be distant and insignificant.

Listen

NPR: Test scores are simply not that important.

Ted Radio Hour: Teaching for Better Humans

Read

Andrew Rotherham in US News & World Report: Stop the Standardized Testing Circus

Linda Flanagan of KQUED: Ditch Awards to Refocus on Learning

Talk to me!

Is there a topic you’d like to read about? Email your suggestions to contact@sjunedye.org