Accountability Data Education Industry English Language Learners Poverty Safety Special Education Standardized Testing

The New York Times Should Add a Former Teacher to Its Editorial Board

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The New York Times published an editorial correctly blasting Betsy DeVos as the worst Secretary of Education in the 40-year history of the Department of Education. Unfortunately, the balance of the editorial was a plea to administer tests to find out how far the nation’s children had fallen behind because of the pandemic.

This is a misguided proposal, as I have explained many times on this blog. See here.

The Times wrote in this editorial:

Given a shortage of testing data for Black, Hispanic and poor children, it could well be that these groups have fared worse in the pandemic than their white or more affluent peers. The country needs specific information on how these subgroups are doing so that it can allocate educational resources strategically.

Beyond that, parents need to know where their children stand after such a sustained period without much face-to-face instruction. Given these realities, the new education secretary — whoever he or she turns out to be — should resist calls to put off annual student testing.

The annual federally mandated testing will not answer these questions, at a cost of $1 billion or more.

The information the Times wants could have been efficiently collected by the National Assessment of Educational Progress, which tests scientific samples of students in reading and mathematics every other year. The cost would have been substantially less than testing every single student in grades 3-8.

But DeVos canceled the 2021 administration of NAEP. NAEP would have provided voluminous amounts of data about student progress, disaggregated by race, gender, English learner status, and disability status. Everything the Times’ editorial board wants to know would have been reported by NAEP, with no stakes for students, teachers, and schools. No student takes the entire test. The sampling is designed to establish an accurate snapshot of every defined group, and there is a timeline stretching back over decades.

So now, as the editorial demonstrates, the pressure is on to give the annual tests to every single student. The results will be useless. The teachers are usually not allowed to see the questions, never allowed to discuss them, and never allowed to learn how individual students performed on specific questions. The results will be reported 4-6 months after students take the test. The students will have a new teacher. The students will get a score, but no one will get any information about what students do or don’t know.

The tests will show that students in affluent districts have higher scores than students who live in poor districts. Students who are English language learners and students with disabilities, on a average, will have lower scores than students who are fluent in English and those without disabilities. This is not a surprise. This is what the tests show every year.

If Secretary-designate Cardona needs to know how to allocate resources, he doesn’t need the annual tests for direction. He already knows what the tests will tell him. Federal funds should go where the needs are greatest, where low-income students are concentrated, where the numbers of English learners and students with disabilities are concentrated. The nation doesn’t need to spend $1 billion, more or less, to confirm the obvious.

Anyone who thinks that it is necessary or fair to give standardized tests this spring is out of touch with the realities of schooling. More important than test scores right now is the health and safety of students, teachers, and staff.

Advice to the New York Times editorial board: Talk to teachers.

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