I am writing to express my opposition to the burdensome high-stakes testing that New York State’s children have to endure. As we all know, standardized tests have been a part of public education for many years.
However, since the implementation of the federal No Child Left Behind law, tests have become a plague on the learning environment in our schools. The tests have proliferated and have taken over the pedagogical focus of our schools, becoming taxing to parents, students, teachers, and administrators throughout the State.
Many students now take State tests three times per year in an exercise that is frustrating, energy sapping, expensive and fruitless.
There is too much emphasis on test results in our schools. As a father of two New York City public school students, I feel strongly that the children of New York are spending too much of their school days on test preparation.
Young children should have time in school to experience art, music, and creative writing. They should take field trips, conduct science experiments, write to pen pals overseas, and participate in dramatic productions.
They should not have to face intense pressure to achieve high scores on standardized tests. The pressure forces teachers to teach to the test, instead of allowing students to explore new areas, express their creativity, and enjoy learning.
New York’s teachers are dedicated professionals who do not need frequent statewide tests to judge their students’ progress. Our principals are capable school leaders who know what is going on in the classrooms within their schools without looking at state test scores three times per year.
Parents can determine how much their children are learning by looking at report cards, talking to teachers, and monitoring their children’s homework and tests that the classroom teachers give.
Judging principals based solely on test results is also unfair. A principal may be an outstanding administrator and still end up with declining test scores. A high population of foreign-born students, transfer students, or students who have difficulty with standardized tests could skew the results for a school and cast a shadow over a very capable principal.
We need to lessen the emphasis on testing and begin to rely on a variety of indicators to evaluate students, teachers, principals, and schools.
We must stop subjecting children and families to frequent, stressful tests. The benefits are meager, and the costs are much too high. It is time to put an end to high-stakes school tests.
Assemblymember Mark Weprin, a longtime advocate for New York City’s public school students, has represented the 24th Assembly District in northeast Queens since 1994.
