Today marked the beginning of third grade for my daughter. She’s no longer in the “little kid” section of the school, and she confidently makes choices, like opting for her lace-up sneakers over velcro ones. She approaches this new chapter with eager curiosity, and the thought of dreading school is something she has yet to encounter.
In the days ahead, my daughter will adapt to new classroom routines, navigate friendships, and embrace her responsibilities. Soon, however, she faces her first standardized test of the year: the North Carolina READY Beginning-of-Grade 3 (BOG3) English Language Arts/Reading Test, which she will take between the 11th and 15th instructional days.
According to state guidelines, all students must complete the BOG3 within an hour and a half unless they have a recognized disability requiring accommodations under an Individualized Education Program (IEP) or Section 504 Plan. Thankfully, if children need it, they are allowed up to three hours to finish.
Have you ever tried to keep an eight-year-old seated in a hard chair for an hour and a half, quietly reading? Fortunately, the state allows two brief three-minute breaks during this taxing session.
As a school psychologist, I rarely require young children to focus for more than five minutes at a time. My testing sessions include frequent breaks for jumping jacks, water, laughter, or deep breaths. If a child is struggling, we simply reschedule for another day. If they exhibit anxiety, I work to alleviate that stress, ensuring the test results reflect their true abilities. Snacks are always available to keep spirits up, and I encourage them when they face challenges.
Before taking their first high-stakes test, students engage in a practice activity, which often ends up being a more valuable use of time than the actual BOG. My third grader will soon face an additional ten standardized tests this year—an overwhelming number for any child.
Let me clarify: I am not against testing. My job revolves around accurately assessing students’ abilities and achievements because test validity is crucial. Using assessment data to identify students needing extra help and tracking their progress is a fulfilling part of my work. I enjoy supporting families and educators in finding the best teaching and learning methods.
However, I am acutely aware that many standardized tests carry cultural biases. It’s essential to understand what tests can and cannot reveal about a student’s strengths and needs. Decisions based on a single data source are problematic, and we must consider cultural, linguistic, and socioeconomic factors when interpreting results.
Sadly, it seems we’ve lost sight of these fundamental principles in education. Significant decisions are often made based solely on one metric (the EOG), tests are administered in English regardless of a student’s language familiarity, and students are tested repeatedly, even when they are likely to succeed or fail.
Diane Ravitch aptly points out in her book, The Death and Life of the Great American School System, that “Taking your temperature over and over again when you’re sick doesn’t make you well.” Yet, the immense pressure tied to these tests—impacting everything from student pathways to teacher evaluations and funding—forces us into a cycle that prioritizes test results over genuine learning.
Schools even hold pep rallies to emphasize the importance of these assessments. Children are acutely aware that their performance can affect educational opportunities and their teachers’ jobs. Last spring, my second grader was anxious about whether fifth graders would do well on their Science EOG. This environment is far from supportive.
What troubles me most is witnessing parents in tears after learning that their 9-year-olds are deemed “off track” for college. I have seen mothers break down, surrendering their dreams for their children due to a system that imposes such harsh judgments. This is simply unacceptable.
Recently, Mark Johnson, the Superintendent of NC Public Schools, announced plans to alleviate the testing burden on students and teachers, acknowledging the frustrations revealed in a teacher survey and even experiencing the fourth-grade EOG himself.
While we may not see eye to eye on many educational matters, I commend his initiative to explore testing reform. I hope he evaluates whether current state-mandated testing truly benefits students. Although federal law requires student skill evaluations under the Every Student Succeeds Act (ESSA), it allows for alternative assessment methods beyond high-stakes tests.
I have yet to hear of any advisory group to assist Mr. Johnson in formulating his proposals for testing improvement, but I sincerely hope he includes school psychologists, parents, various educators, and students in these discussions.
In my work, it’s common for young children to seek therapy due to school-related anxiety. Third graders often express that their greatest fear is failing the EOG. Research by sociologist Megan Andrews shows that being held back in grade is, for some students, only slightly less daunting than a parent’s death.
Families, desperate to alleviate their children’s distress and reignite their love for learning, sometimes withdraw from the system altogether. They choose homeschooling, private schooling, or even unschooling to escape the relentless and stressful testing environment. Some parents refuse to participate in a system that appears to benefit only test publishers and legislators focused on ranking schools unfairly.
As for my third grader? She won’t be participating in the EOG or many of the other eleven tests this year.
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