In light of the ongoing public health crisis, the Biden administration has mandated that states conduct their annual standardized assessments in mathematics and English Language Arts (ELA). While some flexibility has been granted regarding the timing and format of these exams, outright cancellation is not permitted. As an educator, I believe this decision is misguided. The complications of administering these high-pressure tests during such turbulent times are unnecessary for both students and schools.
The logistics of testing during a pandemic will undoubtedly be chaotic. With many schools still navigating the aftermath of significant disruptions, the data garnered from these tests will likely confirm what we already know: schools that have managed to return to some semblance of normalcy are faring better, while those that are struggling continue to face immense challenges. Do we genuinely need a set of standardized test scores to reveal this?
Even in normal circumstances, state assessments disrupt the educational process for weeks each spring. The two days allocated for math and another two for ELA can transform schools into testing centers, reshuffling schedules and pulling students with special needs out of regular classes for accommodations. Those opting out of the tests typically find themselves waiting in guidance offices or auditoriums with little to engage them. During these periods, substantive teaching takes a backseat, making it impossible to focus on anything meaningful until testing concludes.
Implementing these procedures amid a pandemic would be utterly absurd. The combination of exam protocols and COVID-19 safety measures poses an overwhelming logistical challenge. We have already experienced significant losses in instructional time due to school closures, and we should prioritize maximizing teaching opportunities rather than subjecting students to a barrage of tests.
This past year has been incredibly stressful and traumatic for our students. Many have endured feelings of isolation during school closures and have not fully returned to their pre-pandemic social routines. With over half of students learning remotely, their interactions with peers have been severely limited, further straining their mental health. Now is not the ideal moment to impose high-stakes exams that will only add to the existing stress.
Moreover, the pandemic has intensified the disparities within the American public education system. Schools that have successfully reopened tend to be those that are spacious, well-ventilated, and financially equipped to provide necessary resources, thus skewing towards the more privileged institutions. Conversely, students of color often find themselves learning remotely, and millions of households, particularly among Black, Hispanic, and Native American communities, lack reliable internet access or computers. This reality raises concerns that countless students are being left behind.
In communities where students have returned to in-person learning or where hybrid programs are functioning adequately, the administration of these tests may seem feasible. However, the core issue is not whether any district can conduct the exams, but whether it is sensible to halt instruction for weeks of standardized testing given the varying circumstances across different communities. In the most adversely affected districts—where students may have experienced significant instructional loss or personal loss—it may be inappropriate to administer these high-stakes assessments.
Some argue that economic and racial inequalities warrant the continuation of testing, suggesting that the results could help identify which communities need the most support. While this perspective seems reasonable, we already know which areas are struggling due to the pandemic. Schools are continuously collecting data on student progress, and states should have the autonomy to determine the most effective means of assessment. A standardized, one-size-fits-all approach is not appropriate.
Furthermore, high-stakes standardized tests are far from the only method to evaluate student learning. These assessments often measure a student’s ability to navigate tricky questions rather than their actual understanding of the material. Relying solely on test scores can lead to a distorted view of educational success.
Additionally, the high stakes associated with these exams can create a culture where teaching becomes overly focused on test preparation, limiting the broader educational experience. President Biden himself has noted that “teaching to a test underestimates and discounts the things that are most important for students to know.”
During these challenging times, when students are understandably distracted and struggling to engage, pushing for standardized tests could be detrimental to their learning. Many may not have the emotional capacity to handle such assessments and might disengage altogether.
For the sake of students’ academic and emotional well-being, school districts should be permitted to decide against administering these tests at this time. While it is essential to collect data on student progress, assessments should be conducted in ways that are most suitable given the current circumstances within each community. Insisting on state tests during a public health crisis is both illogical and counterproductive.
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Summary
The Biden administration’s mandate for standardized testing amidst a pandemic is misguided. The logistical nightmare and emotional stress for students, combined with exacerbated inequalities in education, warrant a reevaluation of this policy. It is crucial to prioritize meaningful instruction over high-stakes tests during these unprecedented times.
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