Tougher tests spur anxiety, opt-outs

New York’s new Common Core-aligned tests are bringing “protests and tears,” reports the New York  Times.

Complaints were plentiful: the tests were too long; students were demoralized to the point of tears; teachers were not adequately prepared. Some parents, long skeptical of the emphasis on standardized testing, forbade their children from participating.

“All the kids were, like, open-mouthed, crazy-shocked and very upset,” said.Maya Velasquez, 14, an eighth grader at the Columbia Secondary School for Math, Science and Engineering.

Education officials are predicting test scores will nosedive in the first year.

 Across the city on Thursday, teachers and principals reported that the test required more stamina and concentration than students were used to.

Students said they struggled with questions that asked them to discuss how a writer constructed a story rather than about the content of the passage itself. One question, for instance, asked students to analyze how an author built suspense in describing a girl whose rope snapped while in a cave.

At the Computer School on the Upper West Side, students said teachers had warned them that the test would be the most challenging they had taken. “When they ask, ‘What’s the main idea?’ and you have to put it in your own words, it’s a lot harder,” said Ron Yogev, a sixth grader.

That was the point. David Coleman, president of the College Board and an architect of the Common Core standards, told critics to chill. “When the alternative is shallower passages and shallower questions, what are we debating here?” he said.

Some parents, especially in affluent areas, are opting out of testing, notes Dana Goldstein in a blog post on Test Resentment and the Politics of the Common Core.

The new tests were “rolled out” before many schools and teachers received new curriculum materials and training.

. . .  the decision to move quickly was a deliberate one on the part of state policy-makers; since the exams are tied to teacher evaluations and high school graduation requirements, rolling them out sends a strong message that officials expect instruction to improve now. The risk is that the Common Core movement will lose political support as families and schools receive low test scores, and that states like New York will grade the exams on such a steep curve that their purpose–raising expectations–will be watered down.

It takes “fortitude” to stick with rigorous tests when many students do badly — especially if they’re middle-class students — Goldstein concludes.

About Joanne

Comments

  1. Stacy in NJ says:

    Apparently, black men aren’t the only ones who lack “grit”.

    These teachers, parents and administrators aren’t very good role models. Faced with a challenge they curl into the fetal position and give up. Boo-hoo.

    • What happens when these students (assuming they graduate) wind up having to take professional/trade/licensing exams in their career field.

      I know for a fact for automotive techs seeking ASE certification, the exam process is very tough, and if the kids (and educators) are going to fold under the common core exams, what will happen later in life?

      Sigh

  2. SuperSub says:

    http://atthechalkface.com/2013/04/17/new-york-ela-day-2-disaster-fail-pearson-nysed/

    The difficulty level wasn’t the only problem…perhaps not even the worst. From what I’ve heard, the quality of the exams (designed by Pearson) themselves left a lot to be desired.

  3. A test created by non teachers driving public education. Sounds like an Duncan, Rhee, Gates and Pearson publishing operation, if I’ve ever seen one.