In recent weeks, educators across New York have been anonymously voicing their concerns regarding the state-mandated Common Core standardized tests. With the English Language Arts assessments wrapping up last week and math tests ongoing this week, numerous issues have emerged, from errors within the test materials to questions that seem far too advanced for the students taking them.
Brian Thompson, a teacher from Long Island, runs a blog titled “The Reality Check: Something Is Off” dedicated to discussing education and state assessments. His latest entry compiles alarming feedback from teachers on various social media platforms about the New York state testing debacle. The comments are quite unsettling, particularly since similar testing scenarios are occurring nationwide.
Teachers’ Experiences
One teacher shared their experience proctoring the third-grade test in NYC, stating: “The first question about the ‘sniff’ was impossible to decipher. None of my fellow teachers could make sense of it either. Many questions seemed tricky, and I honestly believe some didn’t have a correct answer! Thank goodness my third grader isn’t facing this torture.”
Another educator lamented, “I witnessed sixth graders grappling with a poem from the 17th century—material we studied in college!”
Yet another teacher reported, “Three of my fourth graders spent three hours on just one section. They missed snack time and their special activities. It breaks my heart to see these young children put through this.”
The frustration continues with reports of students spending excessive hours on these tests. One teacher noted, “Some kids in our middle school were taking the test for four hours! How is that fair?”
Concerns from Educators
Katie Lapham, an ESL teacher in New York, argues that the third-grade ELA test is “developmentally inappropriate, confusing, and frustrating.” Despite being restricted from discussing the test specifics, she expressed her outrage over the New York testing system in a blog post on Critical Classrooms, Critical Kids. Lapham highlighted that the tests are excessively lengthy and contain materials that are far beyond the children’s comprehension levels, citing an example of a passage aimed at middle schoolers being presented to eight- and nine-year-olds.
Why aren’t educators being heard when they express these significant concerns about the impact of such testing on their students? The comments shared by these teachers are just the tip of the iceberg, revealing a widespread sentiment that the tests are poorly crafted, overly complex, and simply not age-appropriate.
A Parent’s Perspective
As a parent of a third grader currently taking the New York state math test, I find it disheartening to learn that many educators believe my child shouldn’t be subjected to such a stressful and poorly designed assessment. Despite having the option to opt out, my daughter insisted on participating, convinced of the tests’ importance, especially knowing her teacher’s performance is tied to student results. Thankfully, my husband and I have reassured her that her worth isn’t defined by these tests.
While she seems relatively unfazed, many of her classmates may not share the same composure, facing the pressure of extended hours in a testing environment. I may not be an educator, but it’s clear that these practices are not suitable for children her age. When she returns home today, I’ll casually inquire about her experience with the test—hopefully, she’ll have embraced my advice to jot down Taylor Swift lyrics instead of stressing over difficult questions.
It’s high time for a change. If the educational system won’t treat her as the child she is, then someone needs to step in.
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Summary
Educators in New York are speaking out about the inadequacies of standardized testing, expressing concerns that the tests are developmentally inappropriate and overly complex for students. Many teachers report that the content is far beyond the children’s comprehension, resulting in excessive stress and frustration. As a parent, it’s concerning to witness this pressure placed on young students, prompting a call for reform in how educational assessments are handled.