As the school year progresses, my son’s classroom morphs into a hub of test preparation rather than an environment for genuine learning. With two state-mandated assessments looming, the focus shifts from regular academic pursuits to relentless drills. The teachers, caught in the web of administrative expectations, have little choice in the matter. After all, these standardized tests are crucial for assessing school performance and, in many cases, evaluating teachers.
In New York, where my son attends school, these tests start as early as third grade. We’re talking about 8- and 9-year-olds enduring lengthy, stressful exams in subjects like Math and English Language Arts. In previous years, each test spanned three days, leading to two consecutive weeks where the students felt like they were doing nothing but testing. This year, in response to widespread criticism and many families opting out, New York has reduced the testing days to two for each subject. While it’s an improvement, the situation remains far from ideal.
Interestingly, my son performs well on these tests. He often finishes early, only to sit in silence for hours, which exacerbates his anxiety. One year, he was allowed to read, but other times, he simply had to endure the wait, which made him increasingly restless.
Initially, I underestimated the impact these tests had on my son’s mental well-being. I always knew he was a capable student, so when he expressed his disdain for the state assessments, I dismissed it as typical school-related complaints. However, over time, I’ve noticed a troubling pattern; his anxiety spikes significantly during the weeks leading up to the tests. Sleep disturbances and nightmares have become all too common for him.
When I asked my son to pinpoint what stresses him the most about these exams, he said, “They make too much of a big deal of it, because they want their school to look good, not because they want their students to learn. And on testing day, they act like it’s a matter of life and death.”
Kids shouldn’t have to bear such heavy burdens at such young ages. And my son is not alone; the stress related to standardized testing is a widespread issue affecting children across the nation.
Many students feel overwhelmed by the high-stakes nature of these tests, leading to a disconnection from their educational experience. “Most kids I know are so anxious about the high-stakes consequences of these tests that they hate school,” said Amanda Johnson, president of the National Educators Association, in a recent discussion.
You might argue that the stress could be justified if students were learning meaningful skills through the process. However, research indicates otherwise. A study conducted by MIT, Harvard, and Brown revealed that even when students improved their test scores through preparation, there were no corresponding gains in cognitive abilities. As MIT News explained, schools with the highest test score improvements do not produce similar advancements in critical thinking or abstract problem-solving skills.
This is incredibly frustrating. I send my children to school to learn, not to become adept at navigating multiple-choice questions. While I understand that some form of assessment is necessary as they grow, I firmly believe that elementary school children should not be subjected to such extensive test drills or the accompanying stress.
I know some families choose to opt out of standardized tests, and I support that decision. I offered my son the same choice in third grade, but he declined, fearing he would stand out among his peers. This year, however, we discovered that the state tests would influence placement in his middle school’s Gifted and Talented program, which my son is keen on applying for. Thus, we felt compelled to have him participate, which feels like a no-win situation.
The anxiety triggered by these assessments isn’t limited to typical test-taking nerves; it can be particularly overwhelming for students with learning disabilities or ADHD. Furthermore, underfunded schools often face additional challenges, lacking resources to adequately prepare their students, disproportionately affecting those from low-income backgrounds.
While my son will likely endure this phase, I can’t help but notice the growing sense of dread and disconnection he experiences each year as test season approaches. This isn’t how education should be for our children. We need alternative methods to evaluate student progress—ones that genuinely reflect their capabilities and foster a love for learning, rather than instilling fear and resentment towards school.
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In summary, standardized tests impose undue stress on young students and fail to enhance their educational experience. There must be a better way to assess learning that prioritizes student well-being and engagement.
Keyphrase: Standardized Testing Stress
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