Dr. Steve Kussin

To opt out or not: That is the question

Posted

Over the years, I’ve investigated many hot-button topics in education, but none is as contentious as the battle over high-stakes testing for students in grades 3 through 8. Parents are wondering whether their children should sit for the tests, or “opt out.” From the bagel store to the barbershop, I’ve heard the two sides vigorously debated.

There are powerful arguments for and against the tests. Let’s begin with the credit side of the ledger. These tests reflect the Common Core State Standards. There is consensus that those standards are worth aspiring to. The U.S. once led the world in quality of education, but is now mired in mediocrity when compared with other countries. Apple pie and motherhood! Who doesn’t want to raise standards? That demands more rigorous tests.

Second, testing provides valuable information about students’ progress: How many are excelling, and how many are failing? The data enable educators to provide much-needed interventions.

Third, proponents of the Common Core and concomitant assessments link them to college and career readiness. There’s been much criticism from both the corporate world and college campuses that students arrive lacking the requisite skills for success.

Fourth, the assessments provide a common denominator for comparing students in many different districts. Heretofore, each used its own yardstick for measuring progress.

Fifth, the tests provide objective criteria for admission to special schools and gifted programs — as well as indicators for students needing extra help.

Sixth, not letting children take the tests telegraphs a bad message: Don’t like something? Don’t do it. Rather than “choosing to refuse,” parents should work to change the system.

Finally, on a practical level, schools with less than 95 percent compliance run the risk of losing federal funds.

Those are some very persuasive reasons not to opt out. But there are equally powerful arguments on the other side.

First, opponents concur that “good testing is a good thing.” But, they maintain, this is not good testing — too many days, too many hours; questions don’t always reflect the Common Core; some are ambiguous. Teachers themselves say some questions and choices are unclear.

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