As the school year progresses, my son’s classroom once again becomes dominated by test preparation. Rather than engaging in their regular academic activities, the teachers relentlessly drill students in anticipation of the state-mandated assessments looming ahead. It’s not entirely within the teachers’ control; they are compelled by higher authorities to prioritize these tests. After all, the results play a significant role in evaluating schools and, to some extent, the teachers themselves.
In New York, where my son attends school, standardized tests begin in third grade, subjecting young children—just 8 and 9 years old—to lengthy, exhausting exams that induce considerable stress. The assessments focus on “common core” subjects like Math and English Language Arts. During my son’s third and fourth-grade years, each test spanned three days, resulting in two weeks where the kids seemed to spend all their time testing.
This year, in response to a significant number of students opting out and public backlash, New York has reduced the testing days to two for each subject. While this is an improvement, it still leaves much to be desired.
My son typically performs well on these tests. He often finishes early, leaving him to sit in silence for hours, which only heightens his anxiety. In some instances, he was permitted to read, but other years he simply had to endure the stillness.
Initially, I underestimated the level of stress these tests caused him. I knew he was a diligent student and adept test-taker, so when he expressed his dislike for the state assessments, I dismissed it as typical school-related complaints. However, over time, I’ve noticed a troubling pattern: his anxiety noticeably spikes during the month leading up to the tests. His sleep becomes disturbed, leading to bad dreams and insomnia.
Recently, I asked my son what bothers him most about the tests. He replied, “They make too much of a big deal about it because they want their school to look good, not because they truly care about our learning. On testing day, it feels like life or death.” His insight is both heartbreaking and revealing. No child should bear such pressure at such a young age, and he certainly isn’t the only one feeling this way. Stress related to testing is becoming an epidemic among children in the U.S.
In many cases, the anxiety stemming from these assessments overshadows everything else, leaving students feeling apathetic and disengaged from their education. As Randi Weingarten, the president of the American Federation of Teachers, stated in an interview with the Harvard Political Review, “Most kids I know are so anxious about the high-stakes consequences of these tests right now that they hate school.”
You might argue that the stress could be justified if it genuinely contributed to the students’ learning. However, my son accurately points out that these standardized tests do little to enhance academic skills. A 2013 study conducted by MIT, Harvard, and Brown revealed that even when students’ test scores improved through preparation, their cognitive abilities remained unchanged. “Schools whose students have the highest gains on test scores do not produce similar gains in fluid intelligence,” MIT News reported.
This revelation is frustrating. I send my kids to school to learn, not to become experts at taking multiple-choice assessments. While I understand that testing cannot be entirely avoided as they grow older, I firmly believe that elementary-aged children should not endure such extensive test drills—and the associated stress.
Many students choose to opt out of these tests, and I think that’s a viable option for some families. I offered my son that choice in third grade, but he declined, fearing he would stand out among his peers. This year, however, we discovered that the state tests influence placement in the Gifted and Talented program, which my son wishes to apply for. We had no choice but to have him participate, leaving us feeling trapped in this system.
Moreover, the anxiety surrounding these tests can be particularly intense for students with learning disabilities or ADHD. Additionally, we must recognize that underfunded schools face systemic disadvantages in preparing for these assessments, which disproportionately affects low-income students.
While my son will survive this testing season, I can’t ignore the growing resentment and disengagement I observe in him each year during this period. This isn’t how school should be. There must be alternative methods to evaluate student and school progress—methods that genuinely assess their intelligence while uplifting their spirits instead of causing stress and resentment.
For parents navigating similar challenges, I recommend visiting this site for insightful articles, including those on home insemination. You might also find this resource helpful, as they offer valuable information on this topic. Additionally, for those interested in understanding infertility issues, this resource is an excellent option.
Summary
Standardized tests are imposing excessive stress on young students, hindering their learning experience and leading to anxiety and disengagement. Alternatives that prioritize genuine learning and emotional well-being are essential to foster a positive educational environment.