Blake Maupin

Dr. Anderson

Composition II
4/22/20

Standardized Testing

Education has evolved over the years and new guidelines have been created to measure

success and to hold administrators accountable. The most important change to education has

been the focus on standardized testing. The two most popular standardized tests are the

American College Testing (A.C.T.) and the Scholastic Aptitude Test (S.A.T.). Today, schools

make these tests the focus in the classroom, leaving students to graduate without having been

exposed to many of the practical teachings they may need in the world. Since standardized tests

do not provide a measure of students' overall abilities that may be needed to be successful in the

world outside of the K-12 education system, focusing on achieving the highest possible score on

standardized tests throughout K-12 could create many hardships. Standardized tests should be

banned not only because they do not measure intelligence or the ability of students to be

successful on anything other than the test, but also because of their negative impact on

educational stakeholders and failure to address future needs.

Standardized testing is an inadequate and ineffective way to measure success. Because

standardized test scores are highly valued by colleges, the tests can also be an obstacle to be

more specific students taking education to the next level. Due to the emphasis on standardized

tests, teachers have unofficially adopted the famous "Teaching to the Test" method, which is

problematic because other valuable information is left out of the curriculum. When surveyed,
fifty-two percent of teachers said they spend too much time on testing and test prep (Ferrara 1).

“Teaching to the test" is when educators disseminate various approaches and shortcuts to apply

when testing to better score. The “teaching to the test" method creates an environment where

students do not truly get a feel for what they are learning, only the ways to get the answer

quickly.

Another thing that is interesting about this idea is that really standardized testing is a big

competition. Different school districts have different goals as to what scores they wish to see

form their students on these tests. In most cases, these schools get some type of a reward for

meeting their intended goal! Shouldn't the students be getting the reward I mean they are the

ones that’s taking these tests. The way these things are calculated is by years. The first couple of

years is like a pseudo slap on the wrist when a school fails to meet its testing goals. The

consequences are the schools must offer additional tutoring and more aids to help kids meet

these goals. When a school fails to meet its goals for the third year is when the ante starts to rise.

FindLaw reported “ A school with a failure to meet yearly progress for three years, in addition to

consequences above, must offer students from low-income families supplemental educational

services from a state-approved provider. Supplemental educational services include tutoring and

remedial classes.” (FindLaw 1). When schools hit their fourth and fifth year is when major

changes start to happen. If a school reaches this mark, all prior procedures to correct this issue

must remain in place. Also, the school then is urged to replace low performing staff or create

new curriculum for its students (FindLaw 1). When the school reaches its fifth year, FindLaw

states “Drastic changes await any school with a failure to meet yearly progress in the fifth year.

These school districts must implement plans to restructure the school. Options for restructuring

include reopening the school as a charter school. Replacing all or most of school staff. Turning
over the school operations to the state or to a private company with a demonstrated record of

effectiveness; or other major governance restructuring (Findlaw1).

When anyone in any instance is faced with such a task like teachers are, it's obvious what they

will do. Any person in their right mind is going to do whatever they're re asked at the cost of

their jobs. So, it brings into question does schools really care about the process of the students

learning the material or is the result what really matters. The answer to that is pretty obvious.

This is where the issue is created from. This is not an attack toward the teachers because it's out

of their control. The interesting thought is how much better would the United States education be

if teachers could teach genuine, real world issues that kids will face once they leave school and

enter the college level or go straight to the workforce. Things such as personal finance, how to

work with others, and how to live.

Standardized tests are not reliable because scores would not remain consistent if taken

repeatedly. According to the National center for open and fair testing, also referred to as,

FairTest, “All existing tests have 'measurement error.' This means an individual's score may vary

from day to day" (National Center 1). Environment is one factor that can impact student

performance as no environment is the same. Environment can encompass many things such as

room temperature, location, and other test-takers. If the environment is too hot or too cold, the

tester may feel discomfort, which could distract him or her and negatively impact his or her

score. Noises in the environment can also cause distraction and impact test-taker performance.

According to Marlow Ediger, a professor at Truman State University, "The writer remembers
well in taking a standardized test on the university level in which a test taker chewed gum

excessively loud, making for distractions for nearby participants" (Ediger 68). This being

important because Edigers statement shows real world connection.

Another argument against standardized testing are the negative effects it has on the test-

takers and administrators. Negative effects include anxiety and depression that can lead to

physical symptoms. In 2003, administrators in North Carolina, discarded nearly 20 tests a day

due to kids vomiting on them (Radosh 1). This is a problem because the test is voided and

negatively affects the student and others around them. Even when physical symptoms are not

apparent, the mental issues are still at large. U.S News reports “Sleeplessness, loss of self-esteem

secondary to poor performance and lifelong mental blocks can be seen in individual children"

(Cox 1), indicating possible issues high-stakes testing causes students. Furthermore, standardized

tests may cause students who would otherwise do well to crumble under the pressure of the test.

Besides the effects on students, standardized tests effect the school districts as well, with

the largest impact being on finances. Standardized tests are expensive and though purchasing one

may be reasonable, several can run up the price. If a student takes a standardized test multiple

times, he or she may find him or herself spending more than planned. A Report stated that,

collectively, 45 states spent $669 million annually on assessment in recent years estimated $1.7

billion was the projected spending across all 50 states (Ferrara 1). This is a problem because, this

money may be better spent elsewhere. The schools could pay teachers better salaries or fund

programs that would set students up for future success. If money was put towards this instead of

standardized tests it could attract better teachers, which could then lead to an increase in student

achievement. Once accomplished, it could then destroy the myth Denisha Jones of Howard

University stated "High-stakes standardized testing is needed to hold teachers and districts
accountable” (Jones 2). High stakes testing not only has financial costs, but mental and physical

as well.

The build up and preparation for students to take a shot at these tests are months and in

high school setting at least two years. Valerie Strauss who wrote to The Washington Post stated

“Children are pressured to not only demonstrate their knowledge but to represent the

effectiveness of their teachers and their schools. Teachers are reporting children throwing up,

losing control of their bowels, and increased commitments for psychiatric and anxiety issues.”.

(Strauss 1). Thinking about how sad that is and the severity of it, how does one want to continue

disseminating standardized testing when the effects of these test are causing such things to our

country's children. Imagine having a child that experience this kind of stress when taking a test.

Your kid comes home or better yet the school calls to inform you that your child has pooped on

them self due to stress over taking a standardized test. Another effect of students taking these

tests is once they take one and they don’t score well, their confidence starts to take a toll. Many

thoughts cross their minds. Plenty of times students state they're poor test takers or they just

can't do these tests. Strauss reported “ Struggling students who are forced to repeatedly take

normed tests (which are designed to fail a certain portion of test-takers) begin to believe they are

“bad” or “worthless” students who cannot succeed in school.” (Strauss 1).

Finally, the last argument against standardized testing is their failure to address future

needs, such as include personal finance and verbal problem solving, Standardized tests reward

the ability to take shortcuts to find one superficial answer. Standardized tests require no problem-

solving skills or creativity. On a standardized test, there is not enough time for subtle and deep

analysis (Posner 1). PayScale, an online benefit and compensation company, distributed a survey

to workforce managers about recent school graduates. Their findings were that, “60% of
managers claim the new graduates they see taking jobs within their organizations do not have the

critical thinking and problem-solving skills" (Strauss 1), confirming Posner's idea. This is an

issue because communication is key in a person's everyday life. Another example is personal

finance. One would think it is a important tool to have, however, that tool is absent in succeeding

on these tests and in schools. When students were asked, 87% confirm they know little to none

about personal finance. Ironically, when asked, nine out of 10 kids stated their parents were good

financial role models. When the parents of those kids were asked, one of five stated they were

good at setting a good financial model (Tuggle 1). This is a problem because money

management is most important in adulthood and sets one up for a rude awakening. High-stakes

testing fails to assess future needs and creates possible obstacles related to finances and future

planning.

Personal financing is one of the key elements of living. If one has good habits about

personal financing and has the knowledge around the concept, they are ahead of the curve. Some

people are this lucky and have had the opportunity to gain knowledge about managing money

within their household. Personal financing are things like saving, budgeting, and investing. All

students get thrown to the wolves as soon as they graduate from high school and make the leap

into the college setting. Students go from having their hand held and walked through things to

now being responsible for themselves. Let's dive into some facts and statistics about personal

financing. Dani Pascarella reported on Forbes.com that “44% of Americans don’t have enough

cash to cover a $400 emergency.” (Pascarella 1). That number is just shy of half and that is

scary. To think the United States is the best country in the world and almost half the population

can't afford to cover a $400 emergency. Here in the States the median out of pocket cost for a

medical event or action is $1000. So nearly half of our country is an accident away from being in
some serious financial trouble. (Pascarella 1). Today in our country we are more educated than

ever before. College Degrees are more common which is a good thing. But there's a catch. Did

you know that 43% of student loan borrowers are not making payments (Pascarella 1).

To add gas to the fire, in the United States 38% of households have credit card debt

(Pascarella 1). Now this last fact that Pascarella stated was completely mind blowing but more

sad than anything else. Adults work to save for their retirement. They put in so that when all is

said and done, they have money to fall back on and relax until they end up dying. Here in the

United States 33% of American adults have $0 saved for retirement (Pascarella 1). How could

someone work their entire life of for a portion of it and not have anything waiting for them when

they are done. All of these elements are completely connected to lack of experience and

knowledge with personal finance. Being able to manage your own money is a vital skill you

must know in order to survive as an adult. The failure to manage one's own money will only lead

to many negative things and will result in nothing good.

In conclusion, the negative aspects of standardized tests outweigh the positives. A

standardized test cannot be used effectively to measure one's ability. These tests only measure a

narrow scope of ones ability and not the vital skills students will be assumed to know once they

make the leap out into the world. The negative impacts on those involved in education, and

failure of educators to teach critical problem-solving skills, result in students who are not

properly prepared to tackle life after high school. Therefore, standardized testing in the United

States should be banned. This will only happen when educational stakeholders, including

students, teachers, administrators, and the government, all come to an agreement that

standardized testing is counterproductive to student success.

Ediger, Marlow. “Excessive Testing and Pupils in the Public Schools.” Reading

Improvement, vol. 54, no. 2, Jan. 2017, pp. 67–70. EBSCOhost,

search.ebscohost.com/login.aspx?direct =true&db=eric&AN=EJ1143723&site=ehost-live.

Ferrara, Steve. “Is $1.7 Billion a Lot or a Little to Spend on Standardized Testing?" USA,

19 Dec. 2016, www.pearsoned.com/assessment-systems-standardized-testing/.

Jones, Denisha. "Five Things People Say About Standardized Tests and The Opt-Out

Movement That Aren't True." Washingtonpost.com, 4 June 2015. Global Issues in Context,

http://link.galegroup.com/apps/doc/A416574316/GIC?u=rich55020&sid=GIC&xid=0113 bc8e.

Accessed 24 Oct. 2018.

National Center for Fair and Open Testing, FairTest), Cambridge, MA. What's Wrong

with Standardized Tests? Jan. 1992. EBSCOhost, search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=ED352374&site=ehost-live.

Pascarella, Dani. “4 Stats That Reveal How Badly America Is Failing At Financial

Literacy.” Forbes, Forbes Magazine, 9 Apr. 2018,

www.forbes.com/sites/danipascarella/2018/04/03/4-stats-that-reveal-how-badly-america-is-

failing-at-financial-literacy/#1ee044a92bb7

Posner, Dave. “What's Wrong with Teaching to the Test?" Phi Delta Kappan, vol. 85, no.

10, June 2004. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&dba

Ceric&AN=EJ7039 51&site=chost-live.
 Radosh, Rachel. “Standardized Tests Having Ill Effects on Students.” Reading Eagle,

Reading Eagle, 23 Apr. 2018, www.readingeagle.com/voices/article/standa rdized-tests- having -

ill-effects-on-students.

"Standardized Tests: Making Our Students and Teachers Sick?" U.S. News & World

Report, U.S. News & World Report, health.usnews.com/healt h-news/patient -advice/articles

2015/11/16/standardized-tests-making-our-students-and-teachers-sick.

Strauss, Karsten. “These Are The Skills Bosses Say New College Grads Do Not Have.”

Forbes, Forbes Magazine, 20 May 2016 ,www.forbes.com/sites/karstenstraus s/2016/05/17

/these-are-the-skills- bosses-say-new-college-grads-do-not-have/#2421af625491.

Strauss, Valerie. “13 Ways High-Stakes Standardized Tests Hurt Students.” The

Washington Post, WP Company, 11 Mar. 2014,

www.washingtonpost.com/news/answer-sheet/wp/2014/03/10/13-ways-high-stakes-

standardized-tests-hurt-students/.

Tuggle, Kathryn. “Teaching Gap: 83% of Teens Don't Know How to Manage Money.”

Fox Business, Fox Business, 11 Jan. 2016, www.foxbusiness.com/features/teaching-gap-83-of-

teens-dont-know-how-to-managemoney.

“What Happens When a School Fails to Make Adequate Yearly Progress Goals?”

Findlaw, 21 June 2016, education.findlaw.com/curriculum-standards-school-funding/what-

happens-when-a-school-fails-to-make-adequate-yearly-progress.html.