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Link to: April 2001 Issue pdf. file format (best for printing)

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F irst, parents need to under- stand the different kinds of tests being administered in the schools. In addition to regular testing that’s done to review work in the class, more schools today are conducting standard- ized tests. SORTING OUT THE TESTS Many are familiar with the popular norm-referenced tests, such as the California Achievement Test, the Stanford Achievement Test and the Iowa Test of Basic Skills. These multiple-choice, fill-in-the-circle tests are objectively scored and show how a student is ranked in relation to the performance of other students. Less common – but growing in use – are tests aligned with a state’s education standards to show how well students are mastering the curriculum. These proficiency or criterion-referenced tests are embraced by many reformers who want content-based assessments of students. In California, for example, some parents advocating for school reform criticize the state’s use of Stanford 9 performance tests and are calling for all statewide tests to be aligned with the state’s curriculum. Alan Bonsteel, president of California Parents for Education Choice, says test questions are not changed from year to year, and whole- sale cheating has become common. “Old copies of tests are floating around – it’s a real mess,” says Bonsteel. He hopes that using standards- based testing or changing questions on the performance- bases tests will help schools identify weak areas and improve education. TOO MUCH STRESS? While the information provided by the testing is helpful, some parents are concerned about the impact of testing on students. “There is a stress level,” says Alice Mountjoy, education chair- woman of Virginia’s Parent Teacher Association.  “Good students put pressure on themselves.” Yet, students themselves don’t voice great resentment or anxiety over testing and promotion in their schools, and most say the tests seem fair.  The Public Agenda “Reality Check 2001” survey indicates that 80 percent of students feel the tests ask fair questions, 95 percent either don’t get nervous over them or get nervous but felt they can “handle it,” and 60 percent take them very seriously. To calm public fears and inform the public about the tests, the Massachusetts Department of Education releases entire tests – along with sample of students’ work – on its web site. The high-school testing requirements are drawing the most controversy. “A lot of angry people are misrepre- senting the spirit of the testing program,” says department spokesperson Jonathan Palumbo. “It was originally designed to even the playing field for students across the state.” Rather than have students receive a diploma for merely attending school for 12 years, the standards and testing were meant to ensure that all students are being taught the same thing. “The spirit of the program is to raise stan- dards,” he says. “Unfortunately, to raise stan- dards, you have to hold people accountable.” LEARNING ABOUT THE TEST Leah Vukmir, president of Parents Raising Educational Standards in the Schools, a parent group based in Milwaukee, Wisconsin, is concerned about districts drop- ping standardized tests. “We need to get away from the idea that testing is bad.  It needs to be used within reason,” she says. “Kids can rise to the level if given the opportunity.” She emphasizes that kids pick up on teachers who are ambivalent about testing. “If our leaders in education have a more positive approach, that will trickle down to kids and parents,” Vukmir says. Parents should find out if the tests given at their school are written by a reputable source. Look for tests that are objectively measured and be wary of tests with many open-ended questions, Vukmir says. Parent Power! Helping You Make Sense of Schooling Today Managing Editor Caralee Adams 1001 Connecticut Ave., NW Suite 204 Washington, DC 20036 202-822-9000 800-521-2118 Fax: 202-822-5077 parentpower@edreform.com www.edreform.com Published eight times a year by The Center for Education Reform Jeanne Allen, President Bring Parent Power! to your home.  To subscribe, send our tax deductible donation of $9.95 to the address above.  Or receive a free e-mail subscription by logging onto www.edreform.com/ parentpower/signup.html What parents need to know about testing in their school With so much variation in testing among states and individual districts, parents are often confused about what is actually happening in their child’s classroom. And their questions about the number of tests – and the uses of the results – have  many looking for answers.