In recent weeks, educators have begun to voice their concerns about the standardized testing system in New York, particularly regarding the Common Core assessments. These tests have prompted significant discussion among teachers, many of whom are compelled to remain anonymous due to restrictions on their public commentary. The dissatisfaction with these assessments centers on various issues, such as questionable content, excessive length, and developmental appropriateness.
A Long Island educator, Alex Thompson, has taken to his blog, The Education Chronicles, to share a compilation of teacher comments that reflect the widespread frustration with the testing process. His latest post reveals troubling anecdotes from teachers about the challenging nature of the assessments, highlighting that many questions appear confusing or entirely inappropriate for the grade level being tested.
For instance, one teacher noted, “I recently supervised the third-grade test in NYC, and the first question about a passage was impossible to comprehend. None of us could make sense of it!” Another teacher remarked, “In sixth grade, there was a poem from the 17th century that our teachers only encountered in college—definitely not suitable for 11-year-olds.”
These accounts illustrate a disturbing trend: students are spending excessive amounts of time on these tests, often with little regard for their well-being. One teacher lamented that five fourth graders spent three hours on just one section, missing out on snack time and other activities. Another shared their concern for students struggling with material that far exceeds their reading capabilities.
Katie Rogers, an ESL teacher, articulates her distress in a recent essay on the blog Critical Classrooms, Critical Kids. She describes the third-grade ELA test as “developmentally inappropriate and overly complex.” Despite being unable to disclose specific test content, she expresses her ongoing outrage regarding New York’s testing practices. She emphasizes that the tests are too lengthy and feature content that is misaligned with the developmental stages of the students who are required to take them.
With such strong sentiments from educators, it begs the question: why aren’t we prioritizing their professional insights on the impacts these tests have on children? The feedback collected through Thompson’s blog paints a picture of assessments that are not only poorly constructed but also detrimental to the mental health of young learners.
As a parent of a third grader currently taking the New York state math test, I share in the concern. While I had the option to opt her out of testing, she insisted on participating, believing it to be critical for her education. This pressure stems from the fact that her teacher’s performance is evaluated based on student results. Thankfully, my husband and I have reassured her that her worth is not defined by a test score, but many children do not have that support.
After her testing, I plan to discuss her experience and see how she managed the stress. I hope she followed my advice to distract herself with creative thoughts instead of worrying about difficult questions. It’s imperative that we advocate for a system that recognizes and respects the cognitive and emotional capacities of young children.
For more insights on related topics, you can explore our other blog post here, and for additional information on home insemination, you can check out this resource. Understanding the complexities of educational assessments is crucial for ensuring our children thrive, not just academically, but also emotionally.
Summary
Educators are increasingly vocal about their concerns regarding New York’s standardized testing, highlighting issues of inappropriate content and excessive time requirements. As a parent, I empathize with their frustrations, particularly as my child participates in these assessments. It’s vital that we listen to teachers and advocate for changes that prioritize the well-being of students.