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ILLUSTRATION: CTU President Karen LewisMany people who are convinced that standardized tests are reliable and valid indicators of student learning are not only sadly mistaken, but they are often people who also support policies that harm children, teachers and schools. This is unfortunate for a variety of reasons, the least of which is that unions, think tanks and other entities no longer pursue alternatives—multiple measures. Researchers have pointed out that standardized tests do not cover 70 percent of teachers, but rather than invest in multiple measures, companies respond with a plan to develop more tests.
What many people do not know is that the use of standardized tests has its origins in the Eugenics movement, where basic tenets assert that certain races are inferior to others biologically and intellectually. From our 21st century perspective, we can look back in horror, but we have to be clear about the original purpose of standardized tests. The original IQ tests were designed by French psychologist Alfred Binet for benign and limited uses: a) on young children who were not developing “normally”; b) as “general” tools to make “general” decisions, not a precise measurement for precise decisions; and c) to signal when a child needed more help in their intellectual development. Unfortunately in the United States, IQ scores were posited to be fixed and innate, and were promptly used to rank and sort individuals by race and ethnic background. Businesses, government agencies and educational institutions used IQ tests to justify placing certain people into certain jobs and excluding them from others. 
While the Eugenics movement died an ignoble and deserved death, the leftover love affair with standardized testing has gotten completely out of control. In a society fascinated by statistics, we are often compelled to reduce everything to a single number. Those of us who work with children know that there are so many characteristics that cannot be quantified. We also know that educators are the best positioned and best trained to judge what our children know, what they don’t know and what we must do to support their learning. No test written from afar—that doesn’t give us immediate feedback and is not aligned to the curriculum—can ever provide us with the information we need to adequately help our students. We should resist every opportunity to steal our time, resources and professional judgment to satisfy the insatiable data monster that No Child Left Behind and Race To The Top have created.
Ask yourselves whether you want to be part of a legacy born of the unholy alliance between the concept of  “natural inequality” and the drudgery that has been imposed on many of our classrooms. Do your own research and let’s start to have the discussions on what is fair, equitable and good for our children.