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Colorado students are rallying to demand testing reform. This is THEIR issue. They have been subjected to test after test after test. They lose instructional time. They lose time for the arts and history and foreign languages to make more time for testing. Their scores can get their teachers and their principal fired. They are genuine patriots. Despite 12 years of testing, they have not been turned into robots. They are standing up for their right to a real education. They refuse to be crushed by the standardization machine. These students can teach the nation what matters most.
On Saturday, March 7th, from 11 am to 12 pm, high school students from schools around the state will join on the West Steps of the Denver Capitol.
They aim to have their voices heard on the issue of standardized testing in Colorado. The Colorado Measure for Academic Success (CMAS) test proved to be the uniting factor that prompted these students to raise concerns regarding the corporate ownership of tests such as the CMAS, as well as the ways in which they feel these tests are misaligned with curriculum design.
Other grievances regarding these tests include the fact that teachers cannot see the tests their students take, and that depending upon the school district, they feel teachers and schools can be unfairly jeopardized based upon the students’ scores. After contemplating this myriad of complaints and concerns, a group of high school seniors in Fort Collins began an organization known as ‘The Anti-Test’, a group which seeks to peacefully protest certain aspects of standardized testing for the sake of testing reform. They have organized this rally in Denver so that the voices of civically engaged students may be heard in what they ultimately believe is a student issue.
I hope they bring a special message of dissent to State Senator Michael Johnston, who wrote Senate Bill 191, which made high-stakes testing the focus of “reform” in Colorado. Johnston is a former member of Teach for America. He insisted that 50% of educators’ evaluation should be based on test scores. Making testing so important, he claimed in 2010, would produce “great teachers” and “great schools.” How has that worked out?