Opting Out of Standardized Testing

It’s spring! And that means daffodils, crocuses, hyacinths, and, if you attend a public school, standardized testing. Across the country, in K – 12 public schools, students are being tested far more than is necessary or helpful. What can we as teachers and parents do about this phenomenon? Do we have the right to opt out of standardized testing?

When Did This Start?

Most public school teachers know the amount of time devoted to standardized tests. Since the 1920’s, when the SAT began, standardized testing has been a part of education. If it started modestly, the testing movement has certainly picked up a lot of steam since then.

How Much Instructional Time is Wasted?

In January or February most public-school staff meetings center around rules and protocols to prepare for upcoming standardized testing. Just-the-messenger, well-intentioned middle-level administrators impart information outlining how much time should be spent preparing for testing within the classroom. They suggest how to squeeze in test-prep questions throughout the day, and share links to practice assessments teachers are encouraged, if not directed, to use.

Beyond practicing test items, there is a lot of time spent teaching students how to actually take a test. There are videos to watch, books to read, and scenarios to go through with students on the best ways to attack the variety of test questions contained within the assessment.

By the time the actual tests are given, students have lost out on significant classroom instructional time getting ready for these assessments. It’s estimated that over two weeks of new instruction is sacrificed in order to prepare for standardized tests. Besides the actual time lost, many students are bored, downtrodden, and unmotivated as a result of all the test prep.

What’s the Point?

One would think the point of standardized testing would be to show teachers what students know and don’t know, and to give feedback on how the instructor should move forward.  Sounds nice, but that’s not the reality of the situation.

Most standardized tests are administered very late in the year, making any feedback completely irrelevant to instruction. By the time test scores are returned to the school, the student has moved on to another grade with another teacher. Last year’s test scores are of little use to this new teacher.

So who is benefiting from this testing? Students? Ummmm, no. Teachers? Absolutely not. Administrators? Nope. The tests now taking up hours of school time are definitely helping somebody, but not anyone within the school walls.

Learn about why your child might be struggling with distance learning.

Opting Out of Standardized Testing

Some parents who have been reading research have decided they’ve had enough of standardized testing. They are saying, “No more!” But how exactly does it work when a parent tells the school their child will not be taking the test?

In order to opt out of testing, the parent should send a letter to the school administrator, saying something to the effect of “I want you to know that my child ________________ will not be participating in the ___________ test this year. Please arrange for him to have a productive educational experience during the testing period.”

What happens next? Good question. Does the student go to the library during the testing period? Does he or she stay home? Something in between? Don’t expect the principal to say, “Okay, thanks!” in response to your letter. Anticipate a reaction somewhere between desperation, outrage, and heartbreaking anxiety.

The principal will likely reach out to you immediately and urge you to reconsider.  He or she may talk to you about the fact that, by keeping your child out of the testing process, you’re putting funding at risk, jeopardizing his or her chances at college, etc. Or not. He or she may also simply have you fill out a form stating your intentions and leave it at that.

Will your child be in another room having a productive educational experience?  Most assuredly, NO. It’s likely that your child will be in another location in the school by him or herself, working on whatever he or she likes. There will be supervision, but it will probably be from a teacher next door who will occasionally peek in from her own classroom, not someone right there in the room.

Want a FREE Printable Learning from Home Schedule? Click here.

Consequences?

Are there consequences to opting your child out of testing? No. In most states, when parents opt their children out of testing, they’re committing an act of civil disobedience. Other than a guilt trip by the administration, the parent does not face any legal outcomes as a result of this decision. Parents may receive a strongly-worded letter, like this one from Minnesota (excerpt):

“I understand that by signing this form my child will be marked as ‘not-proficient’ for the purpose of school and district accountability and waive the opportunity to receive a college-ready score that could save him/her time and money….in addition, opting out may impact the school, district, and state’s efforts to equitably distribute resources and support student learning.”

Only California, Utah, and Wisconsin have state laws that allow parents to opt their children out of certain state tests. In a small number of other states and districts, local education agencies have indicated that they will respect parents’ wishes regarding opting their children out of tests.

Where litigation has become a possibility in these situations, Meyer v Nebraska (1923) has been cited by lawyers representing parents in standardized testing situations, based on the notion that parents should be able to direct the upbringing of their children.

As the truth about standardized testing spreads, the opting out movement grows. It is truly the only means of changing the broken system of standardized testing. Opting out immediately gets the attention of legislators and policymakers, who are still holding tight to the idea that standardized testing benefits students. In order to hold their attention and change the conversation, parents must simply say no. Opt out.

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How to have better parent, teacher, student conferences

It’s time for parent-teacher conferences! Teachers have been preparing, getting together test data, helping students with goal setting, and making sure their rooms are welcoming for families. How can you as a parent have the best experience possible for you and your child at conferences? I have been a public school teacher for 15 years in two different schools. I’ve also experienced my daughter’s own elementary conferences. I have seen what has worked (and things that didn’t) in my middle school classrooms. Use my experience to help you better parent, teacher, student conferences with these simple yet effective tips.

Bring your child to conferences.

It doesn’t matter if your child is in Pre-K or in their junior year of high school. Having your student attend conferences shows that you and their teacher are invested in their education. In addition, when your child participates in their conference, they are accountable for explaining their own strengths and opportunities for growth. Instead of speculating with the teacher why your student is struggling or just relying on qualitative data from test scores, you’ll get it right from the source. Your student can have a candid conversation with you and the teacher about how they can be successful in school. Ownership of their learning is so important even at an early age! I also love when parents can come and see the environment in which their child learns and grows. Often, your student may show you where they sit (if the conference is held in their classroom or classrooms), things they have created, and how they learn best!

Schedule an appointment and arrive on time.

Most schools optimize conference times by creating a schedule and sticking to it as close as possible. It’s OK to be a bit early in case the teacher is ahead of schedule. Elementary teachers typically have 10-15 minute slots that are private with each family. As your student enters middle and high school, you’ll most likely sign up for a 20-30 minute time slot to meet with teachers. If you can, briefly check in with each teacher. Even if your child isn’t struggling in a class, it’s important for them to be able to share their success and hear positive things from the classes they are shining in!

Schedule more time if needed.

There are times where you’re going to need more than 15 minutes to conference with a teacher. Also, there may be times that you need to problem solve without your child present. Set up a time to chat with the teacher on the phone or visit outside of conference. This may be before or after school or during the teacher’s plan period. Respect if the teacher would like an administrator, counselor, or another teacher (that works with your child) to be present. Remember, teachers, admin, and counselors are all there for the same reason: to help your child! We’re all on the same team.

Prepare questions ahead of time.

Every time I go to the doctor’s office, meet with a financial planner, or go to a conference, I always think of questions I meant to ask after I leave. Don’t let that happen to you. Come with a notebook or use digital reminders on Google Calendar or Google Keep to get alerts. These are perfect ways to remind you to ask the teacher questions about things happening in class, upcoming projects or assessments, or future class placements. You may also want to ask about things you can do at home to help your child either be challenged or improve in areas where they are struggling.

Utilize technology before and after conferences.

Most schools provide some type of online reporting system for parents to view grades and/or assignments (depending on grade level). Make sure you are checking in to see how your student is performing academically. Some teachers may use resources like SeeSaw or Google Classroom to post assignments. Check your email for other ways teachers may choose to communicate. For example, I love using Flipgrid to have students record videos to communicate and collaborate with each other and conference with parents.

Reach out to your child’s teachers with major concerns or problems.

Conferences are definitely a time for you to communicate with teachers about your child’s needs as well as celebrate their strengths and achievements. However, if you have major concerns over content being taught in the classroom, issues your student is having with other students (especially in secondary when many families are in the classroom or large room where conferences are held), communicate those concerns prior to your short meeting. It’s also challenging for a teacher to gather paperwork or information for special education or gifting testing during a short conference. Conversations like these can happen during conferences if the teacher is given fair warning to gather information.

Make conferences about your child first.

I absolutely love my kids’ parents, but sometimes that means we start chatting about non-school related things! That is not what the conference time is for. Resist the urge to talk about your other children, sports, or family vacations amongst other topics. It’s OK to have these relationship building conversations, but you don’t want to dominate the whole conference time while there are other families waiting. You also want to show your child that they are the #1 priority during the conference. Focus on them first and foremost. When it comes to parent, teacher, student conferences, the most important thing to remember is to be open and honest with the teacher, but know that you are both there for the same reason, the child sitting with you. Trust me. No teacher got into education just to have hours of parent, student, teacher conferences, but we do appreciate being able to problem solve with families and celebrate your child’s achievements and successes in and outside the classroom. Biography: Jen is a middle school public school teacher and PhD student in Omaha, Nebraska. She writes about education at Creative Tech Teacher.

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Do you love the change of seasons? For some people, the blooms of spring are the best, while others love the crispness of fall. Summer has many fans, and there are actually even a few people who adore the coziness of winter. Do you know the season that NOBODY loves? Testing season.

Yes, ‘testing season’ is a real thing. It begins in late March or April and can extend into May. During this time, all across the U.S., students in grades K through twelve are taking a bevy of standardized assessments. Parents are alerted, seats are rearranged, schedules are altered, and technology is rigorously checked.

The Recent History of Standardized Tests 

Standardized testing has been part of K-12 Education for a long time. Since 2002, when NCLB (No Child Left Behind) was passed, every third through eighth grade student in the U.S. has taken tests calibrated to national standards. After Common Core was adopted in 2009, standardized testing expanded, and is now more prevalent than ever.

Common Core Standards were created in an effort to standardize the entire nation from an educational standpoint. Initially the bulk of states were on board with Common Core’s mission. Since its inception, however, the pendulum has swung the other direction. Many states have abandoned Common Core and moved on to develop their own state standards and assessments, citing the cost-prohibitive nature of testing materials or the oversimplification of standards.

What Do These Tests Measure?

The companies who create these assessments maintain that they measure achievement in content areas including reading, writing, mathematics, science and social studies. The majority of educators, including teachers and administrators, would argue that notion, maintaining that standardized tests really only measure how well one takes a standardized test.

There is much controversy surrounding the topic of standardized testing, and a virtual quagmire of ambiguous and confusing resources available on the topic. One thing that is consistently clear is that test creators are making a tidy profit as a result of this burgeoning industry.

What Tests Are Given?

Keeping in mind that standardized testing is regional to a great extent, here is a sampling of tests one might encounter throughout the U.S. public schools. This list is not exhaustive, nor is every assessment administered in every state.

State Assessment – these tests are quite varied, but usually include reading, mathematics and science. State assessments are administered annually using technology (iPad or laptop), and are usually administered in two sessions. Question formats range from multiple choice items to essay-type questions.

The TerraNova 2, (CAT 6)

Norm-referenced achievement test that measures reading, word analysis, vocabulary, language (usage, mechanics and spelling), math (computation and problem solving), science and social studies. The Terra Nova 2 assessment is administered over four days in increments of forty minutes.

Stanford Achievement Test 

This assessment is given to students in Kindergarten through grade 12. Each grade level has a different test, but all include reading, reading comprehension, mathematics, language, spelling, listening comprehension and vocabulary, science and social studies.  Each subtest has twenty to forty-eight multiple-choice questions depending on grade level, and is administered over several sessions.

Common Core Assessments: PARCC (Partnership for Assessment of Readiness for College and Careers) and SBAC (Smarter Balanced Assessment Consortium)

A typical language arts assessment within these assessments requires students to read a passage and answer several multiple-choice questions based on the passage. Additionally, students may be required to go back into the passage and highlight evidence for their answers. In these assessments, students are also asked to compare, contrast and synthesize information from multiple sources.

ITBS (Iowa Test of Basic Skills) 

The ITBS measures a student’s knowledge in subject areas including reading, language arts, mathematics, science and social studies. This test is given annually to students in grades K-8.  The Complete Battery takes approximately five and one-half hours to administer. This assessment is given over multiple sessions.

MAP (Measures of Academic Progress)

What distinguishes this test from the rest is its ability to inform instruction.  Because it is given three times yearly, MAP results can, along with other information, be used to change instructional groupings, shift curriculum, and otherwise alter delivery of information for students based on student test performance.

Standardized testing will continue to ebb and flow, but it is unlikely that the United States will ever abandon it altogether. In the meantime, it is incumbent on parents, teachers, administrators, and taxpayers to stay abreast of current trends and protect valuable instructional time for our nation of learners.

I’ll leave you with this link to the National Education Association…

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The Pressure to Achieve

The scratch paper was ready, the pencils were sharp, and the iPads were distributed. It was ‘GO’ time. As a math student, Jenny usually did pretty well on her assignments. So why was her heart pounding as she faced this assessment? And what about the sweaty palms? She thought she was a pretty good test taker…maybe not.

Meanwhile, as Mrs. Brown checked her laptop to monitor her twenty-one students taking the test, her heart was beating pretty fast, too. She knew she’d taught the concepts, and the students’ homework indicated that they were grasping the material. Sure, it’s TESTING SEASON, but I’ve done my job well all year….the kids will do fine. This thought rambled around in her head – did she really believe what she told herself?

Two individuals experiencing anxiety and upset – one a child, and one an adult. Is school really such a stressful place for so many people? Emerging research shows that to indeed be the case.

In fact, anxiety and depression rates have never been so high among children. Teachers are also expressing serious concerns with burnout, stress and anxiety–why do we think there is a teacher shortage in most U.S. states?

Why All the Stress?

It is all about test scores. Now more than ever, students, teachers, and administrators are feeling pressure to constantly improve achievement. So why are test scores so important?

Parents need high test scores so their children get scholarships.

School principals and administrators need high test scores to show that students are achieving.  School districts need high test scores to attract students.

Neighborhoods, towns, cities, and states need high test scores to keep real estate valuable and encourage buyers to become residents.

School board members need high test scores to get reelected.

…and so it goes.

It may sound obvious that high test scores are desirable – after all, isn’t that the point of school?

Yes, teachers are there to teach, and students are there to learn.  Simple, right? Not really.

We are quick to forget that the “point of school” is for children to actually learn and grow. Learning and growth doesn’t happen when you are being weighed down by the pressure to perform on high stakes tests.

Tests that, by the way, do nothing but serve the agenda of others. Most people want to tout their school or district as one that is “performing” or “meeting standards.” But shouldn’t we be measuring performance and success by more than test scores?

A recent study published in the Journal of Child Psychology and Psychiatry showed that teacher’s assessments of student learning are as reliable as standardized test scores. And yet we keep pushing for more standardized testing and giving teachers less autonomy.

Knowing that the weight of testing is crushing students.

Knowing that the weight of testing is crushing teachers.

We have moved students from an environment of school being a place for learning and growth, to an environment where the focus is performance on tests.

The Misconception about “Good” Schools

We don’t need to worry. We are in a good school district.

False. Yes, there is huge focus, especially in the media, on testing in lower performing districts as those are the ones who are under a microscope. But high performing districts are doing just as big of a disservice to their students–even though test scores may show that they are doing “fine.”

Did you know that a recent study published by the National Academies of Sciences, Engineering and Medicine added students from high performing (often wealthier districts) as an “at-risk” population due to the excessive pressure to excel?

These students are at-risk for chronic elevated mental and emotional stress. They are now considered “at-risk” in the same way students who have experienced poverty, food insecurity, discriminination, and family trauma. They aren’t “doing fine.”

Students are tested a lot. There are weekly classroom assessments, quarterly district tests, and annual national tests. These national assessments are usually in reading, math and science, at a minimum. Teachers are expected to spend about a month preparing for national testing, which obviously takes away from teaching anything new or engaging in anything that isn’t perfectly mapped out in the curriculum. Tests are measuring content in silos. They are not measuring mastery.

Teaching Can’t be THAT Hard…

Teachers have a lot on their plates – plates which are constantly filled, but never emptied.

In addition to the ever-growing list of content that needs to be covered there are a whole host of behavioral issues that are enormous obstacles to teaching and learning.

Students come to school today with a variety of experiences, many of which get in the way of learning. Drugs, alcohol, divorce, ineffective parenting, incarceration and obsessive use of technology are pervasive influences on student achievement.

Student’s early childhood experiences greatly influence their behavior in school. When you have kids who haven’t learned to regulate their emotions, who are terrified of failure, who refuse to take healthy risks, who have developed learned helplessness… combine this with often developmentally inappropriate expectations, overcrowded classrooms, unsupportive administrators, district personnel or parents, new initiatives that change every year, pressure of your performance being tied to high stakes testing….and it’s no wonder teachers are leaving the profession in droves.

Today students come into the classroom still eating breakfast and exhausted because they were up at youth hockey practice until 8PM, or up until 2AM doing homework, or on social media or playing video games.

The school day might begin with a class meeting to ensure that everyone is emotionally ready to learn–because we have to also teach social and emotional awareness since students are not coming to school in a good headspace. There goes 30 minutes to check in with every one of your 25-30 students.

Or it takes 15 minutes for everyone to actually settle into learning and pry themselves away from their phones while they process the SnapChat picture their ex-boyfriend just sent.

On top of all this each classroom will have multiple students who are struggling with learning disabilities that need a more individualized approach. Yet, as much as we differentiate there is no way to provide TRUE individualized learning to those students–let alone every student.

There are plenty of logistical things about school that interfere with teaching and learning, too. Because a school can only afford one band teacher, band students have lessons in the middle of reading. Math tutoring occurs during the science block. Students receiving speech and language therapy are taken out of class for twenty minutes during writing time. There is a very strict set of topics and lessons that have to happen and by a certain date…so what happens when a student misses school? Or is having a hard time grasping the content? Sorry, we have to move along.

These are real-life examples of disjointed, disrupted learning.

Exhausted yet?

Going Back to Basics

Students and teachers alike are feeling unprecedented stress.

We need to shift our mindset and focus on letting teachers engage students in meaningful work that builds on individual passions. We need to stop implementing programs that are band aid solutions.

We have to go back to the basics.

We know how children learn. We know what kinds of reform would be a game changer. We know elementary kids need more play. We know homework does nothing for kids. We know that we should have school times that align with the biological clocks and AAP recommendations. We know that there are ways to relieve some of the pressure to achieve on both teachers and students.

We just have to decide what’s more important. Grades, test scores, and college admissions or developing an innate love of learning and helping students follow their own path to success.

If you like this post and want to read more like it then check out these articles:

Type of Play for Development

Guarding our Children’s Mental Health

The Ever Growing Importance of Outdoor Play

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What I’ve Learned about Early Childhood Education

5 Must Read Books to Raise a Child Who Loves to Learn

Read More