We are country that is committed in principle to the development of individual, in the pursuit of prosperity and happiness. Yet these tests are inflicted on children at younger and younger ages.

Most professionals do pass exams to be certified in their fields. This they do after they have personally selected their strength and chose the education they needed to prepare for the exam.

Little children in our nation’s schools are discovering their strengths and talents, learning about their limits and challenges and should not be subjected to tests that are dubious in assessing their progress.

Please, parents and teachers, we have to stop letting the politicians dictate to the schools. Government should support quality education by listening to educators and providing what children need based on the assessment of the professionals.

My involvement with the American public educational system during the past 3 years has given me daily opportunities to witness and experience the prevalent approach at work, and it has led me to believe that the ‘progressive’ approach has resulted in its own convoluted set of unique problems.

At the high school level, constructing an edible cell model with various food items, performing a dance while pretending to be molecules, drawing a stick figure cartoon strip to demonstrate the mastery of a algebraic concept, or making a compilation music CD that captures the essence of a literature lesson, are all passed as exemplary authentic assessments; all too often replacing traditional paper- and- pencil based tests. Unfortunately, the focus of such assessments have invariably shifted from core knowledge and skills to cosmetic contributions. While I agree that a variety of authentic and learner-centered assessments are praise-worthy, the frequently misguided zeal for sunny education is employed to the nth degree; a degree at which teachers and administrators alike lose sight of the essential objectives at hand while rejoicing in the idea of idealized education in the current educational atmosphere. Naturally, I find myself asking: for whom are all these frills? The students?… or the adults who are constantly documenting all the ‘good things’ they do for the students?

The most problematic of all, though, is that the popular educational buzz words that reach many students effectively corrode the sense of responsibility they should have as learners. (i.e.” It’s not my fault that I don’t understand it. I am not an analytic learner”, ” I can’t do math, but I am very creative… I doodle a lot and stuff.” ” Can I, like, instead of taking the test, do an interpretive dance…?) This inevitably brings up the issue of self-control, discipline, delaying gratification, and perseverance, which should be reserved for another thread of its own.

All these certainly come to a screeching halt when it comes to the final litmus tests that often tip the scale in our lives; I refer to the various standardized tests (written, performance, or otherwise): from SAT and ACT to a simple driver’s license test, military recruitment test, bar exam, teaching licensure test, cosmetology licensure, etc.

The goal of education is to produce well rounded learners who can keep learning autonomously outside the boundaries of school…,who can successfully apply acquired knowledge, values, and skills in the real world, which, among other things, includes effectively demonstrating what he/she can do even if the assessment format is not to his/her liking without throwing a temper tantrum. Focusing on just a couple of presumed strengths in the training gym that is our schools, is just as limiting as the presumably antiquated fundamentalist educational approach.

Highly coveted higher order thinking, critical thinking, and creativity do not just fall into someone’s lap or cultivate themselves any more than does an open field to productive farmland. A sound base of general knowledge in various subjects is a prerequisite, which standardized tests effectively and efficiently quantify. Therefore, teaching to the test is matter of factly a sensible step for a responsible teacher to take towards leading students to think for themselves; creatively or otherwise. A student who is full of raw imagination, yet does not meet established standards, will be greatly hindered in materializing his/her flares of imagination into something more than a five second thought. Only by owning applicable facts, evidence, and skills as well as practicing how to piece them together will he/she become truly creative as opposed to being just imaginative. The key to becoming more proficient at this is certainly time on task. (i.e. adequate drills and practice)

This summer in Beijing, Michael Phelps earned the gold medal in 100m butterfly by being a creative swimmer. Although taking an extra stroke at the finish is known to be a conventional no-no, noticing that he was behind Cavic, and knowing that he would have no chance at winning if he just glided to the wall, Phelps decided to take the extra stroke. As we all know, he won by a margin of 0.01 second, which made the simultaneously tiniest and biggest difference in the pool that day. The clever leap of thought sparked spontaneously at such an intense moment, combined with the technique and endurance to successfully execute the move is a truly inspiring example of creative problem solving. Certainly, such creativity would not have been at Phelps’ disposal had it not been for the thousands and thousands of days spent in repetitive training; after all, creativity is the product of a single minded immersion.

Because they want well-educated children?

As I said above, there are huge differences in the educational achievement of different cultures and ethnic groups and these differences can be traced directly to the involvement of parents in the educational activities of their children – creating a home environment that teaches respect for scholars and scholarship, monitoring homework and grades, meeting regularly with teachers and school officials, setting a good example with regard to study and work habits, etc.

Here in Massachusetts school control is local – school budgets, teaching methods, resources, schedules, etc are all set locally. There is a huge opportunity for parents to be involved in all aspects of education.

My wife and I don’t even have kids, but we care about education so we sat on school management councils in our town for the high-school and a middle school, respectively, and it was amazing how few parents actually turned out to participate in important matters regarding school operations! And of course, the parents who did turn out were parents of the best students, because those are the sorts of parents who care.

But that’s a straw man argument. Tests are not intended to “teach” anything! Their purpose is to allow society and taxpayers to evaluate how well kids are learning certain subjects which modern societies need their citizens to know. How do YOU suggest we accomplish that goal?

I’ve seen the MCAS tests here in Massachusetts – they’re not very hard. There’s no reason why a teacher should feel a need to “teach to the test” – if the kids just master the basic subjects in the course of their normal schoolwork they will do fine.

Look, I work for a major high tech company and my industry has been one of the groups lobbying for standardized testing. Don’t you care if these kids can hold down a job as adults? Too many kids are graduating from high school unprepared for the rigors of college. Meanwhile US companies like mine cannot find enough skilled US workers so we end up hiring Indian and Chinese workers.

There is no ‘quality’ test or standard that induces this process….lots of good teachers who know how to humanize and individualize, but no test.

But without stardadized tests how can I verify that my community has “lots of good teachers who know how to humanize and individualize”, and that they are doing these things effectively?

Another issue is the unpaid overtime that charter schools expect of their teachers. One glowing report said that all the teachers at a “model” school were working at least 60 hour weeks. If workers, as good citizens and community members, are expected to be active in politics, religion or philosophy, the arts, and to keep their bodies and minds in healthy condition, not to mention being good family members and friends — they need time! Young or unemployed teachers may agree to work unpaid overtime but that is not a good solution. Even from the “entrepreneurial” viewpoint those teachers will eventually become stale or burnt-out.

I consider myself an excellent teacher who has learned a couple of languages to keep up with student diversity and who has earned two Masters Degrees along the way. I taught before unionization and after and I will say that the union at least looks out for teacher rights and welfare. I don’t mind being underpaid relative to my level of education but I would mind being exploited by private sector entrepreneurs!

The attitude with which you approach the students, the test, and education matters much as well. You can be very strict but if your attitude is positive, enthusiastic, and helpful then the students will see that, you are strict for their benefit not yours.

Another problem is that different schools and teachers have different standards, an A+ from one teacher/school may translate to a C+ from another teacher/school. This is why the test must be standardized.

I believe in the holistic approach, you must motivate the rational mind and the emotional mind.

Part 1: The Emotional Mind
Before the student can learn he/she must believe that they can learn, that learning is important, that they are not inherently defective, and that they are not destined to be low-achievers. I usually turn to motivational speakers like Zig Ziglar, Anthony Robbins, Napoleon Hill, and Steve Chandler for material. Sometimes I burn some CD’s or upload some Mp3’s so the students can listen to them over and over until they believe. Students first impression is that it is corny and overly sentimental, but once they get over that it starts to have some effect.

Part 2: The Rational Mind
Children and young adults want to learn, but life circumstances and personal habits inhibit the learning. Some students have to work to help support the family and some students have personal issues or “drama”, and some students have families that don’t value education all of which inhibit learning. Also, some students lack the consistency, discipline, and habits to learn.

So what do we do, given that we have limited time, keep it simple:

1. Enforce Attendance

2. Make them study in class. Since many students may not have the time or inclination to develop the study habits to do well on tests, you have to make them develop those habits. I used to give homework assignments which they almost never did, so I made them study and do homework in class. By study I mean actually process information, not just stare at a book. Mostly individual work, no groups.

3. Test them everyday. I compiled a bank of tests, and gave them a part of the test everyday (the complete test is too long to be given in class) and I made sure they improved their scores weekly. Sometimes I took the test ahead of time to determine the fastest and most efficient way to answer the questions. Using the strategies and techniques from the SAT is very helpful.

4. Always keep them busy, if they are done with a test or done studying, have another test or study assignment ready.

The flaw in that thesis is that many parents, especially in low income and disadvantaged communities, do not, themselves, value education!

They don’t know why it’s important, they don’t read recreationally, they don’t take an interest in their kids’ schoolwork or homework, they don’t attend parent-teacher conferences, they don’t set a good example themselves, etc.

Those are grand statements with no facts to support them. Liberals in general end up with greater scholastic achievement than so-called conservatives. American workers (including Union Members) have worked hard these past decades with little to no increase in their wages. The CEO’s on the other hand have had a 400% increase in their salaries-including those who run companies to the ground. Where are the tests to evaluate THEIR lack of competence?
Attacking labor unions is the old slimely republican tactic.

“I say just offer a competitive alternative to a public school education and let each parent decide where to send their children and the competitive market place will fix the problem.”

The “competitive marketplace will fix the problem” as they have with the current housing crisis, the contractors in Iraq, the contractors in charge of cleaning up after Hurricane Katrina, out-sourcing domestic security to private companies who review travel records of congress members?

Even fiscal conservatives have enough shame to use the “competitive marketplace” card, McCain and his supporters appear to be the only people in America oblivious to the failures of the last 7years.

The unions don’t want you to know how their doing and throwing up a whole lot of smoke so they won’t have to be compared to others. I say just offer a competitive alternative to a public school education and let each parent decide where to send their children and the competitive market place will fix the problem.

1. Genuine interest is the engine of education.
2. Encouragement works, compulsion doesn’t.
3. More of the same won’t work.
4. Children come into the world interested and ready to learn.
5. Our law does not allow the Legislature to compel ANYTHING regarding education, but it does have a duty to ENCOURAGE. Encouragement and compulsion are mutually exclusive.
6. Real Ed Reform: Parents free to determine the education of their children, our Legislatures and Magistrates limited to encouraging the interests of Literature, etc. per Chapter V, Section II:

Chapter V, Section II.
The Encouragement of Literature, etc.

Wisdom, and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections, and generous sentiments among the people.

They’re just testing companies – it’s not their job to provide pedagogic material or educate children.

The purpose of testing is to evaluate how effective our educational systems are. If different kids have different learning styles then it’s up to the schools to adjust their teaching methods accordingly.

But in the end we need to get to a point where high school graduates know, say, algebra, and the only way to tell whether they do is to test them. The fact that African American kids, Hispanic kids, and WASP kids might need different pedagocical methods to get there doesn’t change the fact that in the end they all have to do it.