By: Jessica Thompson
Updated: August 10, 2020
Originally Published: April 6, 2018
As the academic year progresses, classrooms often shift focus from regular learning to preparing students for standardized tests. This transition, driven by administrative mandates, places immense pressure on both teachers and students. In states like New York, where these assessments commence in third grade, young children as young as eight and nine find themselves facing rigorous testing protocols in subjects such as Math and English Language Arts. The stress is compounded when these tests consume the academic calendar, leading to weeks devoted to preparation rather than holistic learning.
In recent years, due to significant public backlash and a rising number of students opting out, New York has reduced the number of testing days from three to two per subject. Although this change may seem beneficial, it still leaves children grappling with anxiety about their performance. My son consistently performs well on these tests; however, he often finishes early and is left in a silent classroom, which only heightens his restlessness and stress. Initially, I underestimated the impact these assessments had on him, assuming it was merely a part of the school experience. However, it has become increasingly evident that his anxiety peaks during the lead-up to these tests, disrupting his sleep and causing nightmares.
When I asked my son to articulate his feelings about the tests, his response was poignant: “They make too much of a big deal of it, because they want their school to look good, not because they want their students to learn.” His perspective highlights a troubling reality; the emphasis on test scores often overshadows genuine learning experiences. According to Randi Weingarten, president of the American Federation of Teachers, many children find themselves disenchanted and anxious about school due to the high-stakes nature of these assessments.
One might argue that the stress endured might be justified if it led to improved educational outcomes, but studies suggest otherwise. Research conducted by prestigious institutions, including MIT and Harvard, indicates that even when students’ test scores improve following preparation, there is no corresponding gain in cognitive abilities. This suggests that the focus on test-taking skills does not translate into meaningful learning.
While I understand that some students choose to opt out of standardized tests, my son felt compelled to participate due to peer pressure and the implications for his placement in a middle school Gifted and Talented program. This situation illustrates a broader issue: the systemic pressure placed on students to perform well on assessments, often at the expense of their overall well-being.
Furthermore, these tests can pose significant challenges for students with learning disabilities or ADHD, exacerbating their stress levels. Schools in low-income areas face additional hurdles; often lacking the necessary resources to prepare students adequately, these institutions are at a disadvantage, and their students suffer as a result.
While my son and his peers will likely persevere through the testing gauntlet, it is concerning to witness the rising tide of anxiety and disengagement that accompanies these assessments. There must be a better way to evaluate student progress—one that nurtures their growth and enthusiasm for learning rather than instilling fear.
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Summary:
Standardized tests impose significant stress on young students, detracting from their educational experience and well-being. Despite efforts to streamline testing, the pressure remains, affecting sleep, mental health, and overall engagement with school. Research indicates that these assessments do not correlate with true cognitive development, raising concerns about their validity. There is an urgent need to find more supportive ways to assess student progress, ensuring that education remains a positive experience.
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