The Biden administration has mandated that states conduct their annual standardized tests in mathematics and English Language Arts, even amid the ongoing public health crisis. While some “flexibility” is allowed regarding the timing and format of these exams, outright cancellation is off the table.
As an educator, I believe this decision is misguided. Schools and students are already grappling with enough challenges without the added burden of high-stakes testing. Given the current circumstances, administering these tests will likely lead to chaos. The data collected will be of little value, simply reaffirming what we already know: schools that have managed to return to a semblance of normalcy are faring better, while those struggling continue to face significant hardships. Do we truly need standardized test scores to reveal this?
Even in optimal conditions, state assessments disrupt regular teaching for weeks each spring. With two days allocated for math and two days for ELA across multiple grades, the entire school transforms into a testing facility, forcing modifications to everyone’s schedules. Students with special needs require accommodations, while those opting out are left waiting in guidance offices or auditoriums. During this period, meaningful teaching is virtually non-existent, as all focus is directed toward the testing process.
In the context of a pandemic, attempting to navigate these protocols alongside COVID safety measures is absurd. We’ve already lost crucial instructional time during the spring shutdown; we should prioritize maximizing teaching moments rather than subjecting students to prolonged testing.
Our students have endured a year filled with immense stress and potential trauma. Many faced isolation and loneliness when schools closed last spring, and most have yet to resume normal social activities. With over half learning remotely, their interactions with peers are severely restricted, further impacting their mental health. Implementing high-stakes exams now only adds to their stress during an already chaotic time.
Moreover, the pandemic has highlighted and exacerbated existing inequalities within the American education system. Schools that have reopened safely are often the ones with ample space, proper ventilation, and the resources to provide masks and disinfectants—essentially, the most privileged institutions. Conversely, students of color are disproportionately represented among those learning remotely. With over four million households lacking internet access or computers—particularly among Black, Hispanic, and Native American communities—many students are at risk of falling through the cracks.
If you reside in a middle-class suburban area where students have returned to in-person learning, or if your district has a successful remote or hybrid program, it may seem reasonable to consider administering these tests. However, the real question isn’t whether any district could administer the tests, but whether it’s appropriate for all districts to pause instruction for weeks to conduct standardized assessments when the conditions vary so significantly across communities. In the hardest-hit districts—where students have lost the most instructional time and may have experienced personal losses—high-stakes testing may be highly inappropriate.
Some advocates argue that economic and racial disparities support the need for these exams, suggesting that scores can help identify which communities require the most assistance. Ian Rosenblum, an assistant education secretary, has stated that test scores “play an important role in advancing educational equity.” However, this reasoning is flawed. We already know which communities are struggling; schools continuously collect data to evaluate student progress. Schools and districts should decide how best to assess their students based on local circumstances rather than adhering to a rigid, one-size-fits-all approach.
Additionally, high-stakes standardized tests are not the only means to gauge student learning. These assessments often measure a student’s test-taking skills rather than their overall understanding of the material. Moreover, state test scores are frequently leveraged to bolster the reputations of high-performing schools, which are predominantly affluent and white. This practice perpetuates existing inequalities, as struggling schools are penalized for lower performance.
Furthermore, test scores impact teacher evaluations. High scores are seen as evidence of effective teaching, while low scores can reflect poorly on educators, creating a vicious cycle that disproportionately affects those teaching in high-need areas. In schools with more resources, teachers face less pressure from standardized testing, while educators in disadvantaged districts are often left grappling with negative evaluations based on their students’ performance.
Because these exams carry significant stakes—for schools, districts, and educators—they often overshadow other educational goals. Class discussions are shortened, enrichment activities are suspended, and the focus shifts entirely to test preparation. Even President Biden acknowledged this issue in 2019, stating that “teaching to a test underestimates and discounts the things that are most important for students to know.”
“Teaching to the test” diminishes the learning experience and can be disheartening for both students and teachers, particularly during challenging times. In a context where students are understandably distracted, pushing for standardized testing could be detrimental to their educational experience. Many students may lack the emotional capacity to engage with standardized assessments right now, leading to disengagement.
For the sake of students’ academic success and mental well-being, districts should be granted the autonomy to decide if this is the right time for testing. While it is essential to gather data on student progress, assessments should be tailored to the unique needs and circumstances of individual communities. Mandating state tests during a public health crisis is not only nonsensical but counterproductive.
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In summary, the push for standardized testing during a pandemic is not in the best interest of students or educators. We must prioritize teaching and adapt assessments to local conditions rather than adhering to a rigid testing schedule that could exacerbate existing inequities.
Keyphrase: Cancel State Tests This Year
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