The Biden administration has declared that states must administer their annual standardized tests in math and English Language Arts, even amid the ongoing public health crisis. While states may have some leeway regarding the timing and method for conducting these exams, outright cancellation is not an option.
As a teacher, I believe this decision is misguided. Both educators and students are already facing enough challenges without the added pressure of high-stakes testing. The administration of these exams is likely to be chaotic given the current circumstances, and the resulting data will be largely irrelevant. It will simply reaffirm what we already know: schools that have managed to return to normalcy are faring well, while those struggling are facing severe difficulties. Is there really a need for standardized test scores to highlight this?
Even under optimal conditions, state tests disrupt regular teaching for weeks each spring. With two days allocated for math and two for ELA, schools transform into testing centers, disrupting everyone’s schedules. Students with special needs are often pulled from their classes to receive accommodations, while those opting out find themselves waiting in the guidance office or an auditorium. During these testing weeks, meaningful teaching is minimal, as the focus shifts solely to the exams.
Attempting to navigate this testing process during a pandemic will be an absolute frenzy. Managing exam protocols alongside COVID safety measures will create logistical nightmares. We’ve already lost significant instructional time due to the spring shutdown; every moment should be spent teaching, not administering endless tests.
This past year has been incredibly stressful and potentially traumatic for our students. They faced isolation and loneliness during the spring school closures and have not fully resumed their normal social activities. More than half are still learning remotely, limiting their interaction with peers. The mental health of our children has been severely impacted, making it an inappropriate time for a series of high-stakes exams that could add to their stress.
Moreover, the pandemic has intensified existing inequalities in the American education system. Schools that have reopened safely tend to be more spacious, well-ventilated, and funded to provide necessary resources—essentially, these are the more affluent institutions. In contrast, students of color are disproportionately more likely to be learning remotely, with over four million households lacking adequate internet access or computers—this group is primarily comprised of Black, Hispanic, and Native American families. This situation indicates that countless students are falling through the cracks.
For those living in middle-class suburbs where students have mostly returned to in-person learning, or where remote or hybrid programs are functioning effectively, it may seem reasonable to conduct these exams. However, the real question is whether it’s sensible for all districts to halt instruction for weeks of standardized testing, regardless of local conditions. In areas hardest hit by the pandemic, where students have lost significant instructional time and faced personal losses, it may not be appropriate to administer high-stakes exams at this time.
Some advocates argue that economic and racial disparities justify administering the tests, claiming they can help assess which communities need the most assistance. Ian Rosenblum, an assistant education secretary, noted that test scores “play an important role in advancing educational equity.” However, this rationale is flawed. We already know which communities are struggling due to the pandemic. Schools and districts continuously collect data on student learning, and states can determine the best methods to assess progress without imposing a one-size-fits-all approach.
Additionally, high-stakes standardized tests are not the only way to gauge student learning. It’s often said that these tests primarily measure a student’s ability to take a test, rather than their comprehensive understanding of the material.
Furthermore, state test scores are often leveraged to enhance the reputations of high-performing schools and districts, which typically serve more privileged and predominantly white populations. This creates a cycle where the schools that need the most support are punished for lower performance, while those that excel benefit from increased property values and prestige.
The influence of test scores extends to teacher evaluations as well. High scores can reflect positively on teachers, while low scores can lead to negative evaluations. This dynamic creates a paradox where teachers in struggling districts face job insecurity, while those in affluent areas experience less pressure regarding test outcomes.
Given the high stakes associated with these exams, they often overshadow the educational process itself, leading to a narrow focus on test preparation. President Biden himself acknowledged this issue in 2019, stating that “teaching to a test underestimates and discounts the things that are most important for students to know.”
In these challenging times, where students may lack the mental and emotional readiness for standardized testing, it could be detrimental to their learning experiences. Many students might disengage during the testing process, unable to cope with the added pressure.
For the benefit of students’ academic success as well as their emotional well-being, school districts should have the autonomy to decide against administering these tests at this time. While collecting data on student performance is essential, assessments should be tailored to the specific needs and circumstances of each community. Mandating state tests during a public health crisis is not only impractical but also counterproductive.
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Summary:
The Biden administration’s decision to mandate standardized testing during the pandemic is misguided. Teachers argue that the chaos and stress of these exams are unnecessary, as the resulting data will only confirm existing disparities. The pandemic has exacerbated inequalities, with students of color facing significant challenges. With a focus on emotional well-being and instructional time, districts should have the flexibility to forgo testing this year and assess student progress in more suitable ways.