Obama Administration Calls for Limits on Testing in Schools On Saturday, the Obama administration declared that the push for testing in the nation’s public schools had gone too far, and urged schools to step back and make exams less onerous and more purposeful. Specifically, the administration called for a cap on assessment so that no child would spend more than 2 percent of classroom instruction time taking tests. A survey, also released Saturday, found that students in the nation’s big-city schools will take, on average, about 112 mandatory standardized tests between prekindergarten and high school graduation, adding up to eight tests a year. In eighth grade, when tests fall most heavily, they consume an average of 20 to 25 hours, or 2.3 percent of school time. The totals did …show more content…
They worried that the cap on time spent testing would only tangle schools in more federal regulations and questions of what, exactly, counts as a test. The agreement among Democrats and Republicans that higher expectations and accountability could lift the performance of American students, who chronically lag their peers in other countries on international measures. States created the so-called Common Core standards which outlined the skills students should have upon graduation, and signed on to tests tied to those standards. But as the Obama administration pushed testing as an incentive for states to win more federal money in the Race for the Top program, it was bedeviled by an unlikely left-right alliance. Conservatives argued that the standards and tests were federal overreach; some called them a federal takeover, and called on parents and local school committees to resist what they called a “one size fits all” approach to teaching. Still, it emphasized that the administration was not backing away entirely from tests: The announcement said tests should cover “the full range of relevant state standards,” and elicit “complex
True high-stakes standardized testing was begun in 2001, as part of the No Child Left Behind Act, which was put into place to help make it so that all children would have an equal opportunity to learn, regardless of their race, ethnic background or their families’ income level. While their goals sound admirable, the problem began with the implementation of the act; they wanted to ensure that each child was at least proficient in the standards that they developed, so they decided that testing was the best way to do so (Aske, Connelly & Corman, 2013). The issue with this is that not all students excel at test-taking, and putting so much emphasis on it can cause a student severe stress and anxiety (Colwell, 2013). In 2009, Race to the Top was implemented, but instead of placing less emphasis on testing and more on learning, it made the stakes worse, ensuring that schools that had students who did not perform as well could be shut down, or individual teachers could be fired if they did not show what was considered to be appropriate progress in test scores, which might soon prove impossible since the optimal goal is to reach a level of 100 percent of the students in a school to the proficiency level (Tavakolian & Howell,
When students could be learning meaningful information, teachers are using up that time and giving them tests and exams. Although, we want to be blaming teachers, states and schools are supposed to give out mandatory tests. Who is to blame? According to washington article post, Valerie Strauss, says “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 — an average of about eight a year, the study says. ” The state is to blame.
In 2009, governors and state commissioners alike came together to formulate the development and implementation of the Common Core State Standards. Through membership organizations such as the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) (http://www.corestandards.org/about-the-standards/frequently-asked-questions/), they were able to create a system that represented a clear-cut caliber of expectations meant for students in kindergarten to grade 12. Over the past several years, new amendments have been added to keep up with the standard that 48 states have adopted into their school systems, although the adoption of the policy was voluntary (http://www.corestandards.org/about-the-standards/frequently-asked-questions/). Despite majority of the states in the U.S. having decided on the policy already, there has been conflict amongst the parents of the children who are subject to the rigorous and exhausting amount of tests they must take to keep up with what is fixed into their school systems. The argument against test-taking is a controversy in itself as many believe
Last week President Obama announced that he believes the school in america should have less standardized tests. President Obama says “students are spending too much time in the classroom taking tests, many of them unnecessary, and urged officials in the country’s schools to take steps to administer fewer and more meaningful exams.” The white house agrees by saying “a problem the administration acknowledged it has played a role in — has taken away too much valuable time that could be better spent on learning, teaching and fostering creativity in schools. To curb excessive testing, Obama recommended limiting standardized exams to no more than 2% of a student's instructional time in the classroom.” This would allow the student to spend more
Introduction States love to have has much control over every aspect of government. Many states like Missouri were happy to join the ranks of states implementing the Common Core State Standards because it makes sense in terms of unifying standards for all states so all students will have the necessary skills needed to become successful in college career and life. States like Missouri are beginning to have second thoughts about the standards because they argue that the standards restrict the state’s control over educating children, but they seem to forget the rationale for original implantation which is to have all of the involved states working under the same set of standards in an effort to prepare all students for life after high school. The Rigor the Common Core State Standards Should be Embraced
As “Education week 's” Ron Wolk’s has said, “The system failed to educate them adequately, and now it punishes them for not being educated. " Ron Wolk is stating that with a school district failing to educate its students, these students have to pay the price by failing the test. High Stakes testing may also affect the district. Low scores could result in the reorganization of schools or a shift of resources to charter schools or private-school vouchers. Who knew that one test could severely damage a community and school
Even though many students absolutely hate them, state assessments are a big part of the American education system. Everyone has taken a standardized test at some point in their life, and almost everyone has done poorly on one. They are primarily used as a measurement of how well students learn, but are they truly accurate? There are strong arguments on both sides, which has started a heated conflict about the productiveness of these tests. Standardized testing has been around for many years, starting in Imperial China where it was intended to determine a person’s aptitude for a government position (“Do Standardized Tests Show an Accurate View of Students’ Abilities?”).
However, since these standards were set and put into action in 2009, many teachers and students all across
Standard testing is a very controversial and important subject because it deals with the progression of the American education system. The practice of these assessments has been highly scrutinized not only for the way it has changed the format of classrooms, but also for its accuracy, pressure, and abundance. In 2001, standardized testing became federally mandated through the No Child Left Behind Act by former president George Bush Jr. According to research from the Council of the Great City Schools, students have been taking “an average of 113 tests from pre-kindergarten through 12th grade” (K. Hefling). These numbers have increased to the point where parents have opted for their children to not attend standardized exams.
The challenge for schools across the state and nation is how to instruct students to reach the skill levels demanded in the Common Core State Standards. The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (CCSI). The design of the standards is to emphasize the rigorous content and practices required for in-depth of knowledge, higher order thinking, and application at each grade level. Even with the existing controversy, the standards in Common Core include what students should know in English and math for success in college and career. The Common Core State Standards address the achievement gap by ensuring students leave school with the ability to apply and articulate conceptual understanding that reinforces content skills.
The problem is they want students to take a variety of standardized tests to determine if they pass. The No Child Left Behind Act (NCLB) was created to allow no students to get left behind. This act required students to be tested in math and English every year starting in third grade. The new Common Core curriculum has set standards to help prepare students for college and the real world. In some states, certain students could get opt-out of testing.
Standardized tests are very common in today’s modern society. They are used as a tool to measure a person’s performance and indicate how their estimated performance will be in a college class. Every year hundreds of students take the ACT or SAT in order to get accepted into their college of choice and to receive scholarships, but they fail to see the problems with these standardized tests. As more and more people take these tests, the national average score falls causing doubt in the extremely important system. This is leading people to question whether or not the ACT and SATs are accomplishing what they were created to do.
I found this important because it almost as if standardized testing has become about business and politics, not education. For example, When Congress increased this year’s budget for the Department of Education by $11 billion, it set aside $400 million to help states develop and administer the tests that the No Child Left Behind Act Mandated for children in grades 3 through 8. Among the likely benefactors of the extra funder were the four companies that dominate the testing market—three publishers and one scoring firm
Common Core was pushed unto states through a grant for states that signed quickly; this grant which was made popular through President Obama, Democratic and some Republicans offered millions of dollars to states that changed policy to accept the standards. By accepting the standards (exactly as the standards were suggested), states were essentially agreeing to constant tests to analyze how teachers were preforming and the tests view which students need to have learning plans or special help. The tests such as the newly created PARCC test-an acronym for the Partnership for Assessment of Readiness for College and Careers- is a multi-state standardized test that (unless a parent opts their child out of the test) requires students to test in language arts and math. These types of standardized tests take hours to complete and are centered on basic skills. The tests have received lots of negative views and in many states boycotts and protests have occurred, resulting in fewer truthful test scores (fairtest.org).
I. Students average 20-25 hours a year taking standardized testing, according to a study completed by the Council of Great City Schools. II. This testing is used for a variety of things, all of which affect the way we are educated. III. Through my research on testing, I have found that the tests that we have all sat through are not as accurate as one may think.