The Biden administration has mandated that states must conduct their annual standardized tests in math and English Language Arts (ELA), despite the ongoing public health challenges. While some flexibility is permitted regarding when and how these exams are administered, outright cancellation is not an option.
As an educator, I strongly believe this is a significant error. Both schools and students are already overwhelmed, and the added pressure of high-stakes testing is unnecessary. Given the current circumstances, administering these exams will likely be disorganized and produce data that are basically redundant. We already know which schools are navigating this crisis effectively and which ones are struggling. Do we truly need standardized test scores to confirm this?
Even in ideal conditions, these state tests disrupt normal teaching for weeks during the spring. With two days of testing for math and two for ELA, the entire school operates as a testing facility, forcing everyone to adjust their schedules to accommodate the exams. Students requiring special accommodations are pulled from their classes, while those opting out of the tests often end up waiting in a guidance office or auditorium until the testing concludes. During this period, genuine teaching is nearly impossible.
In the context of a pandemic, attempting to carry out these tests is ludicrous. The logistics of complying with exam protocols alongside COVID safety measures will be overwhelming. We’ve already experienced significant instructional time loss due to the spring shutdown; we should be maximizing every available moment to educate our students instead of subjecting them to prolonged testing sessions.
Our students, like all of us, have faced an incredibly taxing and potentially traumatic year. They’ve had to cope with isolation and loneliness due to school closures, and many still haven’t returned to their regular social activities. With over half of them learning remotely, their interactions with peers are limited. Their mental well-being has been severely affected by this crisis, making it an inopportune time for high-stakes exams that only add to the existing stress.
It’s important to recognize that this pandemic has intensified the existing disparities within the American public education system. Schools that have been able to reopen safely typically have more space, better ventilation, and the resources to provide masks and sanitizers—these are often the wealthiest institutions. In contrast, students of color are more likely to be learning remotely. Over four million households lack reliable Internet access or computers, disproportionately affecting Black, Hispanic, and Native American communities. This inequality suggests that many students are falling through the cracks.
If you live in a middle-class neighborhood where schools have mostly resumed in-person classes, or if your district’s remote or hybrid learning is functioning effectively, it may seem reasonable to proceed with the exams. However, this misses the crucial point: the issue is not whether any district can administer the tests and obtain useful results, but rather whether it is sensible for all districts to halt instruction for weeks of standardized testing, regardless of local circumstances. In districts hardest hit by the pandemic—where students have lost significant instructional time and possibly loved ones—administering high-stakes exams may not be appropriate.
Some argue that economic and racial disparities warrant the administration of these tests, claiming that they will help identify which communities need additional support. Ian Rosenblum, an assistant education secretary, stated that test scores are essential for promoting educational equity. However, this viewpoint is flawed. We already know which communities are struggling; schools and districts continuously gather data to assess student learning. If more data is needed, each state and district should have the autonomy to choose how best to evaluate student progress.
Furthermore, standardized tests are not the only means of assessing what students are learning. It’s often said that these tests predominantly measure a student’s ability to navigate standardized formats. While a student’s skill in answering tricky questions may reflect some capabilities, it doesn’t necessarily capture the full scope of their understanding.
Moreover, state test scores are frequently used to promote the best-performing schools, which tend to be more affluent and predominantly white. This creates a cycle where privileged schools receive accolades that elevate property values in their communities, thus perpetuating existing inequities. Conversely, struggling districts are penalized for lower performance, which undermines the very purpose of the assessment.
Additionally, student test scores influence teacher evaluations. High scores can indicate effective teaching, while low scores can unfairly reflect poorly on educators. This is particularly problematic in under-resourced districts, where teachers are already facing significant challenges. The places that most need strong educators often find it hardest to retain them due to the pressures of standardized testing.
Due to the high stakes associated with these exams, the focus often shifts from holistic learning to mere test preparation. This can lead to truncated class discussions and the postponement of enriching activities. President Biden himself acknowledged in 2019 that “teaching to a test underestimates and discounts the things that are most important for students to know.”
In times of crisis, such as this pandemic, when students are already distracted and we are striving to keep them engaged, the pressure of standardized testing could be detrimental to the learning process. Many students may lack the mental or emotional capacity to cope with testing right now, leading to disengagement.
For the sake of students’ academic success and their emotional well-being, school districts should have the option to forego these tests at this time. While it’s essential to track student progress, assessments should be tailored to what feels appropriate given local conditions. Pushing for state testing amid a public health emergency is both illogical and counterproductive.
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Summary:
The Biden administration’s mandate for states to conduct standardized tests during a public health crisis is misguided, according to an educator. The examinations disrupt crucial teaching time and add unnecessary stress to students, particularly those already facing emotional and mental health challenges. The pandemic has worsened inequalities in education, with more affluent schools faring better than those in underserved communities. Instead of enforcing high-stakes testing, schools should have the flexibility to assess student progress in ways that align with their unique circumstances.
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