It’s that time of year again when my son’s classroom becomes a test-prep zone. Instead of immersing in their usual studies, teachers are relentlessly prepping students for the upcoming state-mandated assessments. This isn’t entirely the teachers’ fault; they are simply following directives from higher-ups, as these tests significantly impact school ratings and, in some cases, teacher evaluations.
In New York state, where my son attends school, these tests begin in third grade. This means that 8- and 9-year-olds are subjected to lengthy, anxiety-inducing assessments in core subjects like Math and English Language Arts. During my son’s third and fourth grades, each test spanned three days, resulting in two consecutive weeks dominated by testing.
This year, in response to numerous students opting out and growing public discontent, New York has decreased the testing days to two for each subject. While this is a slight improvement, it still feels burdensome.
My son generally performs well on these tests, often finishing early and then having to sit quietly for extended periods. One year he was permitted to read a book, but on other occasions, he simply sat there, increasingly anxious.
Initially, I underestimated how much these tests impacted his stress levels. I believed that since he was a capable student and a good test-taker, his dislike for state assessments was just a typical school complaint. However, over the years, I’ve noticed a clear pattern: his anxiety peaks during the month dedicated to test preparation. He struggles with sleep, often experiencing nightmares and insomnia.
When I asked him to express what he finds most stressful about these assessments, he said, “They make it seem way too important, prioritizing how the school looks rather than focusing on our learning. On testing day, it feels like life or death.” It’s heartbreaking to hear such sentiments from a child. I firmly believe that no child should endure this level of stress at such a young age, and my son is far from alone in feeling this way. Test-related anxiety is becoming widespread among children across the country.
In many instances, the pressure surrounding these tests overshadows genuine learning, leading kids to feel disinterested and disengaged from school entirely. Randi Weingarten, president of the American Federation of Teachers, highlighted that many children are so anxious about the high-stakes nature of these assessments that they begin to loathe school.
You might argue that this stress could be justified if the tests genuinely helped kids learn. However, my son’s observations ring true: these standardized assessments often fail to enhance students’ academic skills. A study conducted by MIT, Harvard, and Brown in 2013 found that even when test scores improved due to preparation, there was no corresponding increase in students’ cognitive abilities. The research indicated that schools achieving high test score gains did not necessarily foster improvements in problem-solving skills or logical thinking.
This situation is incredibly frustrating. I send my children to school to learn, not to become adept at answering multiple-choice questions. While I recognize that standardized testing will persist as kids grow older—though I wish for a more effective method of evaluating academic skills—I strongly believe that young elementary students should not be subjected to excessive test preparation and the accompanying stress.
Many families choose to opt out of these tests, which I support wholeheartedly. When my son reached third grade, I gave him that option, but he was adamant about participating since he didn’t want to stand out from his peers. This year, however, we discovered that the state tests would influence placement in the Gifted and Talented program at his middle school. Since he is keen to apply, we felt we had no choice but to allow him to take the tests. It feels like there’s no escape from this situation, and it’s disheartening.
Moreover, the stress associated with standardized testing is even more pronounced for students with learning disabilities or ADHD. Additionally, we must acknowledge that underfunded schools can struggle to prepare their students adequately for these exams, resulting in disproportionate challenges for those students.
While my son will get through this, I’m increasingly concerned about the growing resentment and disengagement I see in him each year during this testing season. This isn’t the educational experience I envision for our children. We need a different approach to assess student progress—one that genuinely measures their intelligence without inducing overwhelming stress and making them dread school.
In the meantime, if you’re exploring options for family planning, you might want to check out this home insemination kit. For those on a fertility journey, this resource is invaluable. Additionally, if you’re seeking more information on pregnancy and home insemination, Mount Sinai’s resources are excellent.
Summary:
Standardized testing is causing significant stress for young students, with many reporting anxiety and disengagement from school. The pressure to perform well overshadows genuine learning, and studies show little correlation between test prep and cognitive skill improvement. Parents are increasingly concerned about the impact these assessments have on their children’s well-being, advocating for alternative evaluation methods that prioritize learning over test scores.
Leave a Reply