Teachers are stepping forward, albeit anonymously, to share their thoughts on the numerous challenges surrounding New York’s standardized testing in 2016. Over the past two weeks, students in New York have been taking state-mandated Common Core tests, starting with English Language Arts and followed by math. Early reports have surfaced regarding significant issues—from errors in the test booklets to questions that seem far too advanced for the intended grade levels.
Brian Thompson, an educator from Long Island, runs a blog called The Education Chronicles: Something Feels Off. This platform sheds light on the experiences of teachers discussing the chaos of New York’s state testing. The comments he compiled from various social media platforms are alarming, especially for those who may think this is just a local issue; similar testing practices are prevalent across the country.
Distressing Experiences from the Classroom
One teacher recounted, “I just supervised the third-grade test in NYC. The first question regarding the ‘sniff’ was impossible to answer. It was confusing. I consulted four other teachers, and none of us had a clue. Many of the questions were misleading, and I’m convinced some had no correct answers! Thank goodness my third grader isn’t enduring this torture. Some kids were still testing at 9 a.m.”
Another educator noted, “In sixth grade, we had a poem from the 17th century that our faculty read in COLLEGE. It was at an 11th-grade level!”
Comments continued to pour in, revealing the distressing reality for students. “Five of my fourth graders spent over three hours on the second book. They missed snack and their special activities. It breaks my heart for these little ones.”
A third-grade test included an excerpt from a biography of Neil deGrasse Tyson, which was written at a Lexile level of 780—definitely above what third graders can read comfortably. “Honestly, I believe that Lexile level is better suited for fifth or sixth graders,” expressed one concerned teacher.
Voices of Frustration
Katie Roberts, an ESL teacher in New York, voiced her frustration in an essay for the blog Critical Classrooms, Critical Kids. She described the third-grade ELA test as “developmentally inappropriate, confusing, and tricky.” Despite the restrictions on discussing the test content, she declared, “I refuse to stay silent about my outrage over New York’s testing policies year after year.”
She highlighted the excessive length of the tests, as echoed by many teachers on Thompson’s blog who reported students sitting for hours without completing them. According to Roberts, the material is too advanced. “The person responsible for selecting the content clearly did a poor job contextualizing the excerpts for the students.” One example she provided was a passage from the third-grade test that was aimed at middle schoolers, which is simply absurd for eight and nine-year-olds.
The Need for Change
Why aren’t educators being heard when it comes to the impact of these tests on their students? The feedback from these teachers is just the tip of the iceberg, with many more voicing similar concerns about the tests being developmentally inappropriate, confusing, poorly written, and excessively lengthy. This feedback comes from teachers, not just parents, and it should raise alarms for all of us.
As a parent of a third grader currently facing the New York state math test, it’s disheartening to learn that many educators believe she shouldn’t have to endure such a stressful and poorly thought-out experience. Yet, the tests persist. I had the option to opt her out, but my daughter insisted on participating, convinced of their importance—likely because her teacher’s performance is evaluated based on student outcomes.
Fortunately, my daughter isn’t overly anxious about the results since we’ve reassured her that her worth is not tied to these tests. We’ve emphasized that she is much more than a score. However, not every child shares her perspective. Some students in her class cannot manage the pressure of being trapped in a chair for hours, forced to focus and respond to challenging questions. I may not be an educator, but it’s clear that this approach is inappropriate for children her age. Action is necessary.
When she returns home from the second day of math testing, I plan to casually inquire about her experience and whether she struggled with any questions. This is when I’ll find out if she took my suggestion to jot down Taylor Swift lyrics instead of stressing over a problem for ages. After all, if the state isn’t going to treat her like the eight-year-old she is, someone has to step up.
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Conclusion
In summary, teachers are expressing serious concerns about the appropriateness and execution of standardized testing in New York, emphasizing that the content is often too challenging and stressful for young students. The insights shared highlight a need for change in how these tests are designed and implemented.