An Unfair Game: Standardized Testing Ruins a School's Spirit

This is my third blog post here at Edutopia.org, so maybe it is time to introduce myself in the actual style of a blog and explain a bit about what my goals are in doing this.

If you have read my earlier posts [1], you will have noted that my main theme is the limitations and dangers of the high-stakes-testing mania that is consuming our schools. I realize this theme is a limited one, and I hope to venture into other areas in future posts, but for this week, I am going to go meta and try to explain why I return to this topic time after time.

I taught middle school science in Oakland for eighteen years, and I have worked for the past three years as a teacher coach. When I started my career in the late 1980s, students took standardized tests in math and English in the spring each year, and we were concerned about our test scores even then. We participated in something called the Mid-City Writing Project, associated with the University of California at Berkeley's Bay Area Writing Project [2], which had us integrating different forms of writing across the curriculum.

We were gratified when student scores rose in the years that followed. But we were not obsessed with those scores. Our school was not under the sword of closure if our scores did not rise. We were committed to the students we worked with, and that was more than enough motivation to be creative and to work hard to get them excited and engaged in learning.

In the subsequent decade, we had a good principal who hired strong teachers, and we worked together well as a team. We saw our test scores continue to rise, although as an urban school with a large population of students from poor households, we had challenges. In the years between 1999 and 2002, our students were coming to us as sixth graders scoring in the low 30th percentile range, but when they took their tests as eight graders after three years with us, they had moved up to nearly the 50th percentile compared with other students in the state.

But the laws we were facing changed. A decade earlier, others would have recognized our students' rising scores as a sign of success. But in 2001, No Child Left Behind passed. It decreed that every subgroup in a school had to improve, or the government would consider the school a failure. Of course, we wanted to help all our students, but we were among the most diverse schools in the city: We had whites, African Americans, Latinos, and Asian Americans -- no group was a majority. According to NCLB, if just one of these subgroups did not improve, the whole school failed.

The first year of this regime, our scores went up overall, and our African American students improved the most. But our Latino students dropped by a few points. We had received a large number of immigrants who spoke little English, but they had to take the test along with everyone else -- no excuses! The next year, our overall scores improved again, but the scores of our Asian American students, who were already performing at a very high level, stayed the same. They didn't decline, but they didn't improve, either, so the government once again panned our school. We began to see that this was a game with rules that would never allow us to win.

I wish I could say that we teachers knew we were doing good work, and so we were able to ignore the depressing news that we were "failing" year after year. I wish I could say we were able to ignore the messages that told us the most important thing we could do was raise those test scores, because we knew it wasn't true. But the negativity took a heavy toll on the staff.

There are still wonderful, dedicated teachers at my former school. But the science department I helped build is almost gone -- just one teacher remains from the time when I worked there. And many of the other experienced teachers who helped make it a strong school are gone as well. The school is now in its fourth "unsuccessful" year of Program Improvement [3] under the Adequate Yearly Progress [4] mandate, and the government could dismantle it in a year or two if scores do not improve.

The reasons for the school's troubles are more complex than the description I have given above, but I think the test mania and the impossible mandates of No Child Left Behind have been a very destructive force against the spirit of schools like mine.

I left the school almost three years ago, but I still carry the spirit of its staff with me. I try to create community wherever I work, and I remember the spirit of community we had there. I use my writing to try to help people understand what really matters in our educational institutions and what does not really matter in the hopes that we can rebuild some of the schools that NCLB is perverting and destroying. Welcome to my blog.