Some folks are fed up with modern anti-racism.

Why?

For one, all this focus on equity has made it harder to support standardized testing.

That’s a big problem for these folks.

They think that if being against discrimination means also turning against something as obviously innocuous as fill-in-the-bubble tests, maybe it’s today’s brand of anti-racism that has to go.

However, most of us probably don’t see this as a difficult choice.

High stakes testing – like racism – is one of those really bad ideas that just won’t go away.

Since 2001 unless their parents actively opted out their children, standardized tests have been forced on all public school students in 3-8th grade and at least once in high school.

The scores have been used to judge students, teachers, schools – everything except the corporations who make and score the tests and then sell remediation needed to improve failing test scores. Good money if you can get it.

Low test scores have been used to justify closing schools in poor and minority communities, narrowing the curriculum in those communities to just the basics of reading, writing and arithmetic, and increasing racial and economic segregation through charter schools and voucher programs.

Most people can see it’s a scam and a racist one to boot.

In the United States, standardized testing was invented by eugenicists trying to prove white Europeans were better than darker skinned immigrants and thus deserved a privileged position in society. This is no hyperbole – in the early 20th Century they were literally used to justify the forced sterilization of tens of thousands of mostly poor, brown-skinned people.

And today the scores still routinely fail Black and Brown people while passing whites thus barring many people of color from graduation or college entrance.

However, describing such a state of affairs as “racist” has been criticized by a self-described anti-woke backlash.

People as diverse as Fox News correspondents, old school neoliberals and contrarian progressive academicians have taken arms together to fight against what they see as an overstatement of the degree of racism present in modern America and an attack on free speech.

John McWhorter, a linguistics professor at Columbia University, has long been an apologist for standardized testing and included his decades old arguments defending the practice in his new book, “Woke Racism: How a New Religion Has Betrayed Black America.”

Tony Norman, a columnist at the Pittsburgh Post Gazette, writes that McWhorter is:

“…an old-school Black progressive who doesn’t hide his disdain for white liberals and what he considers their Black enablers in academia and the culture. He argues that the anti-racism movement of the “elected” is more performative than intellectually serious and that the white allies who provide the shock troops at universities and street rallies are just as gross as white supremacists because their virtue signaling hides their condescension.”

Ultimately Norman concludes, “I agreed with so much of what the writer had to say about specific hypocrisies of white saviors while disagreeing with much of its premise.”

As a white person, I make no judgment on McWhorter’s overall thesis because I don’t feel qualified to do so.

However, as a classroom educator with more than two decades experience teaching mostly poor and minority students, I feel qualified to address the issue of testing.

After all, I have proctored hundreds of these assessments, seen their impact, studied the history and spoken with hundreds of people of color who oppose the tests and a few like McWhorter who defend them.

The linguist’s main argument can be summed up as follows.

Excusing people of color from the tests because they generally score lower is mere pity. People of color don’t need your pity. Give them the tools necessary to pass the tests like everyone else.

In 2014 he wrote:

“Is it the moral thing to exempt black and Latino kids from the serious competition we consider a normal part of life for all other children, instead of making an effort to prepare them for it?”

However, McWhorter seems to be missing the point.

Critics of standardized testing do not think the tests should be a “serious competition we consider a normal part of life for all other children.” It should be abolished altogether.

First of all, testing should not be about competition. It should be about assessment – telling who knows what, not judging who is worthy of what social and economic position later in life.

Second, it’s not just Black and Brown children who are hurt by the testing. It is ALL children.

These test are not unfair just to students of color. They are unfair to the poor, people from non-white cultures, the neurodivergent, and others.

The very term “standardized test” means an assessment based around a standard. It privileges the kinds of questions white students are more likely to get correct. After all, that’s how test questions are chosen – not based on the quality of the question but on whether the majority (i.e. white people) get the questions right and the minority (i.e. people of color and others) consistently get it wrong.

It’s not just about knowing math. It’s about knowing the cultural terms, shared experiences and assumptions the math question is embedded in.

McWhorter sees nothing wrong in this. He thinks people of color simply need the tools necessary to pass the tests even if that means being taught to respond as a white person would and to make the same linguistic assumptions and have the same cultural knowledge as privileged white people.

I think it’s kind of sad that in McWhorter’s view Black people would have to engage in such a radical and complete double consciousness or more likely give up their own uniqueness and assimilate as much as possible just to be considered the equal of a white person.

However, another thing he doesn’t seem to understand is that even if he got his wish and the playing field were level giving all children the same chances on the tests, it wouldn’t change a thing.

Standardized tests are bad at their job of assessing student learning – even when all test takers are white.

These exams are made up of multiple choice questions. This is not the best way to determine whether learning has taken place on complex topics. How a linguist could ever suppose even the most rudimentary subtleties of meaning could be captured by a simple A, B, C and D is beyond me.

Wittgenstein, Jakobson, Chomsky… all just so you could choose between a narrow set of prewritten answers!?

That seems to be McWhorter’s position because he criticizes proposed remedies to the problem:

“And yet it is considered beyond the pale to discuss getting the kids up to speed: Instead we are to change the standards—the current idea is to bring GPA, performance on a state test, and even attendance into the equation as well. What an honor to black kids to have attendance treated as a measure of excellence. What’s next, rhythm?”

However, it’s not a matter of adding ridiculous or insulting data to the mix to make Black kids look better. It’s about adding enough data to give a clear enough picture of a student’s learning.

At best a standardized test is a snapshot of a student’s learning. It shows what a student answers on a single day or even two or three. By contrast, grade point average (GPA) is made up of student assessments (informal, formal, formative and summative) over the course of 360 some days.

By that metric, alone, you should expect a GPA to be more accurate than a standardized test.

Whether you take other things into account like attendance, poverty level, per pupil spending at the school, etc. – that would just give more information.

It could be argued that some of these things are necessary and some irrelevant. But to consider standardized tests as the ne plus ultra is patently absurd.

In fact, if I were using a metric to accurately assess student learning, I would not include standardized testing at all. I would look at many of these other measures like GPA instead.

Standardized assessments are not being used because they are effective or accurate. They are a money-making scheme that victimizes those groups society doesn’t care about – the poor, people of color, English language learners, etc.

It is yet another system that enables and promotes white supremacy.

But don’t just take my word for it. Look to Black thinkers like Jesse Hagopian, Dr. Denisha Jones, Dr. Yohuru Williams, Jitu Brown, and Dr. Ibram X. Kendi who have spoken out against standardized testing. Look to the NAACP and the Black Lives Matter movement which have called for an end to standardized testing. Look to the Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, who have never wavered in their opposition to high stakes standardized testing.

These tests are not just immoral because they’re racist, but they’re bad at the act of fairly assessing.

And part of the reason for that is their embedded prejudice.

An assessment that unfairly singles out certain groups not because of their lack of knowledge of the subject being tested but their different enculturation and lack of similar opportunities as the dominant culture can never be a good assessment.

But even if they didn’t do that, they would be like using a pencil to eat soup.

The systems of our society matter. Using the right tool matters.

Whether we call an appreciation of these facts being “woke,” “antiracist” or anything else does not.

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