Teachers are finally voicing their frustrations about the challenges of standardized testing in New York. Over the past two weeks, students have been taking the state-mandated Common Core tests, starting with English Language Arts and moving on to math. From the outset, several issues have emerged, including errors in the test materials and questions that are far too advanced for the grade levels they are intended for.
One educator, Mark Johnson, has compiled anonymous comments from teachers who are fed up with the testing system. His blog, The Testing Chronicles: Something is Off, serves as a platform for educators to share their experiences and frustrations without fear of repercussion due to a gag order. The remarks are alarming, shedding light on a broader problem affecting students across the nation.
Disturbing Comments from Educators
Here are some of the disturbing comments collected from various social media platforms:
- “I just proctored the 3rd grade test in NYC. The first question about a passage was impossible to answer. I asked four other teachers, and none had a clue. Many questions seemed tricky, and I believe there was no correct answer! Thank goodness my 3rd grader doesn’t have to endure this torture.”
- “In 6th grade, we encountered a poem from the 17th century that even we teachers read in COLLEGE. It was definitely at an 11th-grade level.”
- “Some 6th graders struggled with Books 2 and 3. Some spent nearly three hours on it. :(”
- “Five of my fourth graders spent three hours on Book 2… They missed snack and their special classes. I feel so bad for these young children.”
- “In the 3rd grade test, there was an excerpt from a biography of Neil deGrasse Tyson, which was written at a Lexile Level of 780—way above the 3rd-grade reading level. That’s more suitable for 5th or 6th graders!”
- “There are kids in [school name removed] middle school who spent FOUR HOURS taking the test. Oh my god. Those poor kids.”
- “I had a child working until 2:30! She ended up missing a crucial math lesson that will surely be on next week’s test!”
The ordeal of sitting for hours, attempting to decode questions that seem more like riddles than tests, raises serious concerns about the appropriateness of these assessments for children aged 8 to 12.
Katie Lapham, an English-as-a-Second-Language teacher, expresses her outrage in an essay on the blog Critical Classrooms, Critical Kids. She describes the 3rd-grade ELA test as “developmentally inappropriate, confusing, and tricky.” Despite being prohibited from discussing specific test content, Lapham is vocal about the systemic issues that have plagued New York’s testing regime since 2013.
She emphasizes that the tests are excessively long, supported by the numerous comments from teachers lamenting that students sit for hours without finishing. Lapham cites an example where a passage in the 3rd-grade test was aimed at middle schoolers—clearly not suitable for 8 and 9-year-olds.
It is high time we listen to educators who are directly observing the negative impact of these tests on their students. The comments collected are just the tip of the iceberg. Many more teachers echo these sentiments, stating that the tests are confusing, poorly structured, excessively long, and not suitable for the developmental levels of the children.
As a parent of a third grader currently enduring the New York state math test, I find it disheartening to know that many teachers believe she shouldn’t have to face such a stressful and poorly designed assessment. Yet, the testing continues.
While I had the option to opt her out, my daughter insisted on participating because she feels these tests are important. Why wouldn’t she think so? Her teacher’s evaluations hinge on her students’ performances. Consequently, her teacher encourages the kids to give it their all.
Luckily, my daughter isn’t overly concerned about the results because we’ve reassured her that her worth isn’t defined by these scores. We know she’s smart and that her performance won’t impede her advancement to fourth grade. However, not all children are as resilient. Some in her class struggle with the pressure of sitting still and concentrating for hours, trying to answer questions that can feel impossible.
When she returns home from her math test today, I’ll casually ask her how it went and whether she faced any tricky questions. Perhaps she took my advice to distract herself by jotting down Taylor Swift lyrics instead of stressing over difficult problems for ages. After all, if the state won’t treat her like the 8-year-old she is, someone has to step in.
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In summary, the feedback from teachers regarding standardized testing in New York raises serious concerns about the impact these assessments have on young students. The overwhelming consensus is that they are inappropriate for children’s developmental levels, causing unnecessary stress. It is crucial for educators’ voices to be heard to enact meaningful change in the education system.
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