by Rebecca Bauer
When I was in college, my professor told me that education reform is like a pendulum. It will swing to one side, but eventually it swings back to the other. This explanation was his attempt to offer assurance to his classroom full of pre-service teachers, who were already worried about our country’s reliance on high stakes standardized testing.
Last fall, when President Obama called for reduced testing in schools, I grew optimistic. Maybe the pendulum was finally swinging back the other way. Maybe ESSA would successfully deviate from typical testing indicators and encourage classroom observations, student portfolios and other methods of formative assessment.
Fortunately, there were some improvements. As Anne O’Brien’s article, “5 Ways ESSA impacts Standardized Testing,” lays out, states have the power to limit the amount of time spent on testing. In addition, the elimination of Adequate Yearly Progress (AYP) somewhat reduces the stakes of high stakes testing.
However, the problems with standardized testing are not limited to the amount of time students spend on them or how high the stakes are. The quality of the test matters, too. That’s why I’m particularly concerned about another way that ESSA changes testing:
The new law allows states to use a nationally recognized test, like the SAT, instead of a state level test.Read More