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Releases
& Statements
**FOR IMMEDIATE RELEASE**
December 27, 2007
Contact: John Collins
(212) 669-4193; (917) 496-4587
Release #: 074-2007
PA Gotbaum, Parents: Too Many Tests To Learn
- Analysis finds students inundated with standardized tests -
- DOE must scale back non-essential “assessments” -
MANHATTAN – New York City Public School
students are being inundated with standardized tests, the majority of
which are city mandated but not required by law, according to analysis
of the Department of Education’s testing schedule by Public Advocate
Betsy Gotbaum. The analysis found that in addition to a child’s normal
school load, third-graders are given approximately 12 tests per year –
meaning that eight and nine year olds are preparing for and taking a
standardized test nearly every three weeks.
Gotbaum,
joined by Rolando Bini, the director of Parents in Action, William
McDonald, Chair of the Chancellors Parent Advisory Council, Judith
Amaro, Community Education Council President of District 6 in
Manhattan, Chris Spinelli, Community Education Council President of
District 22 in Brooklyn, Lorraine Bridges, Community Education Council
President of District 29 in Brooklyn, students and parents, urged the
Department of Education to scale back their assessment tests and focus
more time on teaching history, geography, the arts, and other subjects
not covered by standardized tests.
Public
Advocate Gotbaum said, “Our schools have turned into test prep
factories. The DOE is trying to take credit for improving test scores,
but all they are doing is teaching kids how to take tests. This doesn’t
make kids excited about learning, and it doesn’t lead to good
education. Excessive testing and teaching to the test is clearly
failing to improve our children’s education.”
Only
two of the 12 tests 3rd graders must take are required by the state;
the rest are assessment tests used to prep students for the state
tests. For example, in late January, third graders will take a
city-required “predictive math test” to assess how they will do on the
state math exam in March. The results of the assessment test are used
to tailor interventions in an effort to increase a student’s score on
the state test.
Students |
City Tests |
Total Per Year |
Weeks Per Test |
3rd Graders |
9 |
12 |
Every 3 Weeks |
4th Graders |
6 |
10 – 12 |
Every 3 Weeks |
8th Graders |
6 |
11 – 12 |
Every 4 Weeks |
The
greatly expanded focus on testing over the past few years has had
little effect on student progress. Just last month, the National
Assessment of Educational Progress, a Congressionally-authorized
federal test, known as the “nation’s report card,” that acts as a check
on states’ and school district’s claims of their own progress, found
virtually no gains in New York City. Additionally, last week the state
added 60 elementary and middle schools to the list of failing schools.
The
numbers show that testing spikes for English language learners (ELL) or
students in a dual language program. For instance, a third grade ELL
student in a dual language program will take a test nearly every 10
days.
William
McDonald, Chairman of CPAC, said, "The DOE shouldn't just focus on the
testing, but rather on a well-rounded education, especially on the
health aspects of our children's lives. Children across the city are
facing an epidemic of diabetes and obesity. As we educate our children,
we should also be giving them the tools they need to over come these
challenges."
Rolando
Bini, Director of Parents in Action, said, “It costs a great deal of
money to develop these standardized high stakes tests. This money could
better be spent on lowering class size, improving facilities and
providing programs in music and art for a more well-rounded educational
experience.”
Chris
Spinelli, a member of District 22’s Community Education Council, said,
“We understand the value of testing in today's era of accountability
but like any measure, it doesn't tell the whole story. High stakes
tests and never ending test prep to ensure that students do well on
these tests absorb a disproportionate part of the school year. We
should focus on developing well rounded students with a complete
education, not just creating a generation of professional test takers.”
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