A Private Equity Firm, The Makers of the MAP Test, and an Ed Tech Publisher Join Forces

 
 
Prepare to watch more of your tax dollars spiral down the drain of standardized testing. 


 
A year after being gobbled up by private equity firm Veritas Capital, ed tech company Houghton Mifflin Harcourt (HMH) is acquiring K-12 assessment giant Northwest Evaluation Association (NWEA). 

Let me put that in perspective – a scandal-ridden investment firm that made billions in the wars in Iraq and Afghanistan bought one of standardized testing’s big four and then added the Measures of Academic Progress (MAP) test to its arsenal.

This almost certainly means the cost of state testing is going to increase since the providers of the tests are shrinking. 

“It used to be if you put out a [Request for Proposal] RFP for state assessment, you get five, six, 10 bidders,” said Scott Marion, executive director of the Center for Assessment. “Now you’re lucky to get three. When you’re doing that, there’s maybe not as much expertise and certainly the cost will go up” (emphasis mine).

Under the proposed deal announced in January, the testing company’s assessments and the ed tech company’s test prep materials will become intimately entwined. 

NWEA, best known for its MAP assessment, will operate as a division of HMH. And NWEA’s tests will be aligned with HMH’s curriculum.

You can just imagine how this will affect the marketplace. 

NWEA serves about 10,000 school districts and HMH estimates it works with more than 50 million students and 4 million educators in 150 countries, according to a press release about the proposed acquisition. 

So we can expect districts and even entire states which rely heavily on the MAP test to be encouraged to buy as much HMH curriculum as possible. That way they can teach directly what is on their standardized tests.

That is assuming, of course, the acquisition agreement is approved after a 90-day regulatory review period. 

To be honest, I would be surprised if there are any objections. 


 
Such cozy relationships already exist with other education companies. For example, Curriculum Associates provides the aforementioned curriculum for its own i-Ready assessment.

It’s ironic that an industry built on standardization – one size fits all – continues to take steps to create books, software and courses aligned with specific tests. It’s almost like individuating information to specific student’s needs is beneficial or something. Weird!

After all, if these sorts of assessments can be gamed by increased access to materials created by the same corporate entities that create and grade the tests, are we really assessing knowledge? Aren’t we just giving students a score based on how many books and software packages their districts bought from the parent company? Is that really education

I remember a time when curriculum was determined by classroom teachers – you know, experts in their fields, not experts in the corporate entity’s test du jour. 

But I guess no one was getting rich that way…

NWEA used to be focused more on formative assessments – tests that you took several times a year before and sometimes even after the big summative state assessment to determine if you were progressing toward passing the high stakes goal. However, in 2021, the company acquired assessment-related technology from Educational Testing Service (ETS) and took over several state contracts from Questar Assessments. This includes contracts for New York, Georgia, Mississippi, and Missouri.

This made NWEA attractive to HMH which had, itself, consolidated into mostly educational technologies and sold off most of its interests in book publishing and assessments. In fact, various versions of the company from Harcourt to Houghton Mifflin Harcourt used to be considered one of the big 4 standardized testing companies until only a decade ago. With revenues of $1.37 billion in fiscal year 2014, for example, the company held a 44% market share including Common Core instructional resources.


 
However, in 2018 it divested its Riverside clinical and standardized testing (Riverside) portfolio to Alpine Investors, a private equity firm based in San Francisco, for a purchase price of $140 million, and then sold its publishing assets in 2021 to HarperCollins.


 
Then in February of 2022, New York-based private-equity firm Veritas Capital acquired HMH at a price of $21 per share, or about $2.8 Billion. And under Veritas, HMH acquired NWEA and the two companies will work together to do many of the things that HMH used to do by itself – like a golden dragon perched atop the standardized testing treasure trove.

All for the benefit of Veritas Capital.

Make no mistake, the investment firm wouldn’t have become involved if it couldn’t make a profit off the situation. That’s what it does – through scandal after scandal.

Founded in 1992 by the late investment banker Robert McKeon (who died by suicide after mounting improprieties came to light), Veritas Capital began its life buying up government contractors and forming close ties with former senior government officials. Of the company’s many defense-related investments, the most infamous was its 2005 purchase of DynCorp International, a shady company involved in the US’s Iraq and Afghanistan wars.


 
Under Veritas ownership, DynCorp benefited from lax oversightfrequently billed the government for work that was never requested, and was embroiled in a sex-trafficking scheme, according to reports. 

Veritas also made headlines when a company it bought in 2008, Global Tel-Link, a telecommunications company that provides telephone services for prison systems, racked up exorbitant fees on calls to inmates

In 2006, the firm acquired MZM Inc., an intelligence contractor, which was investigated for providing bribes to Rep. Duke Cunningham, R-Calif., in exchange for help obtaining Pentagon contracts. 

Throughout its history, Veritas has fostered close ties to government officials. Campaign finance records show executives at the investment firm have given over $100,000 to various politicians, mostly Republicans. In 2014, Veritas paid Bill Clinton $250,000 for a speech.

The New York Times reported in 2001 that numerous retired generals were on Veritas’ payroll and the company used such ties to the Pentagon and frequent appearances in the media to boost Veritas-owned military contractors, including DynCorp.

And now the little investment firm that could has its sights on the standardized testing game.

Why?  

Because there’s gold in them thar tests!

Taxpayer money, that is.

Current Veritas’ CEO and Managing Partner Ramzi Musallam has taken the firm from $2 billion in investments in 2012 to $36 billion in 2021 doing things just like this.

Musallam focuses on technology companies like HMH that operate in sectors dominated by the US federal government such as standardized testing. After all, the only reason public schools throughout the country have to give these assessments is federal law. It’s a captive market paid for by tax dollars.  

We could just let teachers teach and then assess their students in whatever ways seem most accurate and fair. Or we could continue to rely on corporations to do it for us without any real proof that their products are better or even as good as what your local neighborhood educator could provide.

Veritas is banking on the latter.


 
America spends $6.8 trillion a year on defense, health care and education – markets dominated by the government. 


 
 
“These are government-influenced markets, no doubt about it, and being close to how the government thinks about those markets enables us to understand how we can best invest,” Musallam said. 


 
So this merger of two of the most influential education companies in the US is great news for investors – and terrible news for taxpayers who will be paying the bill. 


 
For students and teachers – it’s more of the same


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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

Top 11 Education Articles of 2022 Hidden by Facebook, Buried by Twitter, and Written by a Gadfly

If you’ve stumbled across this article on social media, congratulations!

You’re one of the few people allowed to read it!

This blog, Gadfly on the Wall, used to be read by at least half a million people each year. Now it’s seen by barely 100,000.

The reason? Poor writing? Flagging interest in the subject?

I don’t think so.

Education is still as important today as it was in 2014 when I started this venture. And as to my writing ability, it’s no worse now than it was 8 years ago.

The difference it seems to me is the rise of social media censorship – not in the name of fact checking or peer review. After all, I’m a nationally board certified classroom teacher with a masters in education writing about the field where I’ve been employed for two decades.

However, the tech bros who gate keep what could have been the free exchange of information on the Internet insist they get paid for access.

You want your voice to be heard? You’ve got to pay like any other advertiser – even if your product is simply your opinion backed by facts.

So this year, my blog had the fewest hits since I started – 124,984 in 2022. By comparison, last year I had 222,414.

I’d write an article, post it on social media and see it reposted again and again. You’d think that would mean it was popular, but no. The people who saw it liked it enough to suggest it to others, but it went little further. With each share, fewer people saw it. Like someone put up a wall in front of it.

In truth, I’m lucky as many people had the opportunity to read my work as did.

The question is where do I go from here?

Should I continue, knowing only a select few will get to hear me? Should I try paying the billionaire tech bros to let more readers in?

My work isn’t a product and no one is paying me to do it.

Oh well…

In any case, here’s a look back at my most popular articles from the year that was and one honorable mention:

HONORABLE MENTION

11) WPIAL is Wrong! Racist Taunts at a Football Game are NOT a Matter of Both Sides

Published: Feb. 4

Views: 301

Description: My school’s football team is mostly black. They played a mostly white football team and were greeted by racial slurs and an allegedly intentional injury to one of our players. However, the Western Pennsylvania Interscholastic Athletic League (WPIAL) blamed both sides for the incident.

Fun Fact: It’s one of those decidedly local stories that community newspapers used to cover before almost all went bankrupt or were sold to the media giants. Having this platform allowed me to call out an injustice when most voices were silenced. The injured player’s mother thanked me for doing so. Stories like this keep me going.

10) Federal or State Legislature May Raise Teacher Salaries so Schools Have Enough Staff to Reopen

Published: June 8

 Views: 1,468

 Description: At the beginning of the summer, governments were so shaken by the exodus of teachers from the classroom that they were discussing raising our salaries or giving us bonuses. Parents were so adamantly against distance learning they demanding in-person classes with real, live human teachers. What a shock to the super elite education “experts” who had been pushing ways to eliminate teachers for decades and ignoring our consistent march out of the field under these conditions.

 Fun Fact: The federal government is still discussing pay raises with a bill to increase the minimum salary nationwide. Will this lead to any action? Who knows? It’s actually surprising that legislators even recognize the issue exists.

9) Why Even the Best Charter Schools are Fundamentally Inequitable

Published: Sept. 17

 Views: 1,514

 Description: Charter schools are inequitable because they have charters. These are special agreements that they don’t have to follow all the rules other authentic public schools funded by tax dollars must follow. That’s unfair and it applies to EVERY charter school because every one has a charter. Hence, the name.


 Fun Fact: Criticism of charter schools in general usually degrades to defense of individual charter schools avoiding whatever general criticism is leveled against the industry. The argument in this article has the benefit of avoiding any such evasion. All charter schools are guilty of this (and many are guilty of much more). All of them.

8) Every Teacher Knows

Published: March 17

 Views: 1,675

 Description: Just a list of many things classroom teachers know about schools and education but that the general public often ignores. These are the kinds of things missing from the education debate because we rarely include teachers in the discussion about the field where they are the experts.


 Fun Fact: For a few hours people were talking about this article far and wide. And then – boom – it got shut down with a bang. This one was so universal it should have been popular for weeks. But it just disappeared.

7) With the Death of Queen Elizabeth II, the US Should End Its Biggest Colonial Enterprise – Charter Schools

Published: Sept. 10

 Views: 1,817

 Description: Charter schools are colonial enterprises. They loot and pillage the local tax base but without having to be governed by school boards made up of community members – otherwise known as local taxpayers. They can be run by appointed boards often made up of people who do not come from the community in question. They are outsiders come merely for personal profit. These invaders are quite literally taking local, community resources and liquidating them for their own use – the maximization of personal profit. The public is removed from the decision-making process about how its own resources are utilized and/or spent.

 Fun Fact: It’s an argument from consistency. If we’re against the colonial enterprise, we must be against charter schools, too. I’m particularly proud of the graphic (above) I created to go with this article.

6) Holtzman Resigns as MASD Superintendent After Questions Over Contract Shenanigans

Published: May 26

 Views: 1,933

 Description: Dr. Mark Holtzman, the Superintendent from the district where I live, left under strange circumstances. He resigned and took a new contract in a matter of hours so he could get a raise from a lame duck school board without having to wait for the people the community elected to decide the matter to take office first. Then when it all came to light, he left the district for greener pastures.


 Fun Fact: More than any other news source, I documented what happened in detail. Without a series of articles I wrote on this, most people would have had very little idea what happened. It would have just been rumors. This is why we need local journalism. It shouldn’t be left to bloggers like me.

5) Silencing School Whistleblowers Through Social Media 

Published: Feb. 12

 Views: 2,065

 Description: This was social media’s latest crackdown on edu-bloggers and other truth tellers. I used to get 1,000 readers a week. Now I’m lucky to get a few hundred. There’s a strict algorithm that determines what people get to see on their Facebook pages. And if it says you’re invisible, then POOF! You’re gone and the people who would most enjoy your writing and want to pass it on don’t get the chance. It’s undemocratic in the extreme but totally legal because Facebook is a for-profit company, not a public service. Money wins over free exchange of ideas. 

 Fun Fact: There used to be so many other education bloggers like me out there. Now there are just a handful. This is why.

4) If Standardized Tests Were Going to Succeed, They Would Have Done So By Now

Published: April 7

 Views: 2,478

 Description: Standardized tests were supposed to improve our public schools. They were supposed to ensure all students were getting the proper resources. They were supposed to ensure all teachers were doing their best for their students. But after more than four decades, these assessments have not fulfilled a single one of these promises. In fact, all they’ve done is make things worse at public schools while creating a lucrative market for testing companies and school privatization concerns.  

 Fun Fact: Pundits still talk about standardized testing as if it were innovative. It’s not. It’s the status quo. Time to end this failed experiment.

3) Top 5 Charter School Myths Debunked 

Published: April 15

 Views: 3,604

 Description: Let’s examine some charter school propaganda – one piece at a time – and see if there’s any truth to these marketing claims. Charter schools are actually not public schools in the same way as other taxpayer funded schools. They do not save money – they waste it. Their students do not outperform authentic public school students. They are not innovative – they are regressive. They do not protect children’s civil rights – they violate them.


 Fun Fact: I designed the title and picture to trick readers into thinking this was a pro-charter school article. So many people were butt hurt when they read it! I just hope it helped clarify the matter to those who were undecided.

2) The MAP Test – Selling Schools Unnecessary Junk at Student Expense

Published: Aug 27

 Views: 3,937

 Description: The Measures of Academic Progress (MAP) test is an assessment made by Northwest Evaluation Association (NWEA), a so-called non-profit organization out of Portland, Oregon. Some states require the MAP as part of their standardized testing machinery. However, in my home state of Pennsylvania, the MAP is used as a pre-test or practice assessment by districts that elect to pay for it. What a waste! Why do we need a test BEFORE the test? The assessment’s job is to show how our students are doing in Reading, Math and Science compared with an average test taker. How does that help? I don’t teach average test takers. I teach human beings. Students learn at their own rates – sometimes faster, sometimes slower. We don’t quicken the timescale with needless comparisons.

 Fun Fact: I think this article was as popular as it was because people could relate. So many teachers told me how relieved they were to hear someone else expressing all the frustrations they were experiencing in their own districts with the MAP and other tests like it. If administrators and school boards would just listen to teachers! If they’d even bother asking them!

1) Posting Learning Objectives in the Classroom is Still a Dumb Idea

Published: Nov. 25

 Views: 7,285

 Description: When it comes to dumb ideas that just won’t go away, there is a special place in the underworld for the demand that teachers post their learning objectives prominently in the classroom. It presupposes that teachers control everything their students learn in the classroom and can offer it to them on a silver platter. It’s not just a useless waste of time but a dangerous misunderstanding of what actually happens in the learning process.


 Fun Fact: This isn’t exactly news, but teachers were relieved to hear their truth finally given voice. So many of us still have to abide by this nonsense when we could be doing something that actually makes a difference. It’s nice to have your sanity and frustration confirmed. If only administrators could admit they were wrong and stop demanding this crap!


Gadfly’s Other Year End Round Ups

This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look. Here are all my end of the year articles since I began my blog in 2014:

 

2021:

Gadfly’s Most Outrageous Articles in 2021 That You May Have Missed or Been Too Polite to Share

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

2020:

The Most Important Education Articles (By Me) That You Probably Missed in 2020

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

A Gadfly’s Dozen: Top 13 Education Articles of 2018 (By Me)

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2017:

 

What’s the Buzz? A Crown of Gadflies! Top 10 Articles (by Me) in 2017

 

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Hidden Gadfly – Top 5 Stories (By Me) You May Have Missed in 2017

 

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2016

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

 

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Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

 

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2015

 

Gadfly’s Choice – Top 5 Blogs (By Me) You May Have Missed from 2015

 

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Who’s Your Favorite Gadfly? Top 10 Blog Posts (By Me) That Enlightened, Entertained and Enraged in 2015

 

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2014

 

 

Off the Beaten Gadfly – the Best Education Blog Pieces You Never Read in 2014

 

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Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

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Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

Standardized Test Scores are Incompatible with Your School’s Equity Plan  

 
 
The primary goal of public education is to teach all children fairly.  


 
But since its inception, the system has never been set up to actually accomplish this.  


 
So these days you hear a lot of talk about fixing the problem – of how we can ensure students of color and other historically underserved children get the same high-quality education racially and economically privileged kids always have received.


 
This almost always concludes with two types of plan.  


 
First, there is the serious venture made up of things like increasing spending to meet student need, wraparound services, early intervention, reducing class size, redistributive justice and cultural competence – a plan that looks the reality in the face and makes bold attempts to come to terms with it. 


 
Then there is the cheap knockoff proposition – a buzzword-laden scheme where someone is trying to convince you their half hearted proposal is actually a solution to the very real problem of educational inequality. 


 
 
And the number one thing you can use to tell the difference between the two is this – standardized test scores


 
 
The first plan that is centered around actually fixing disparities makes no mention of test scores – or at least relegates them to obstacles. The second is built all around them – as an essential component of the overall scheme. 


 
 
This is because the second feel-good-accomplish-nothing plan is essentially performative.  


 
 
Therefore, it is constructed around standardized test scores as a metric of success.  


 
Planners think: We’re going to do A, B and C to make our schools more equitable. And how will we know we’re doing it right? We’ll use our standardized test scores! 


 
That’s not accuracy. It’s ostentation. These scores don’t demonstrate anything at all about equity. True, they purport to show readily apparent increases or decreases in academics.  


 
However, even this is an illusion.  


 
A rise or fall in test scores is not, in fact, based on authentic academic success but merely success at taking standardized tests designed for very different purposes.  


 
And anyone who understands the history of these types of assessments and how they still work will know that this mirage is built at the cost of genuine equity.  


 
In fact, the inequalities plaguing our public school system are due in large part to our national insistence that standardized test scores be the ultimate measure of success.  


 
So constructing your plan to fix this problem around one of its root causes is like claiming you can fix a sinking ship by drilling more holes in its hull.  


 
At best, it’s naive. At worst, it’s self-defeating and disingenuous.  


 
 
The problem centers around the difference between standardized tests and assessments created by classroom teachers. 


 
 
Both types of assessment are supposed to measure what students have learned. But not all learning is equal


   
For example, a beginning chef needs to know how to use the stove, have good knife skills and how to chop an onion. But if you give her a standardized test, it instead might focus on how to make foie gras – something that would only come in handy at a high end French restaurant.


   
That’s not as important in your everyday life, but the tests make it important by focusing on it.  


   
The fact of the matter is that standardized tests do NOT necessarily focus on the most important aspects of a given task. They focus on obscurities – things that most students don’t know.  


   
This is implicit in the design of these exams and is very different from the kinds of tests designed by classroom teachers.  


   
When a teacher makes a test for her students, she’s focused on the individuals in her classes. She asks primarily about the most essential aspects of the subject and in such a way that her students will best understand. There may be a few obscure questions, but the focus is on whether the test takers have learned the material or not.  


   
When psychometricians design a standardized test, on the other hand, they aren’t centered on the student. They aren’t trying to find out if the test taker knows the most important facts or has the most essential skills in each field. Instead, there is a tendency to eliminate the most important test questions so that the test – not the student – will be better equipped to make comparisons between students based on a small set of questions. After all, a standardize test isn’t designed for a few classes – it is one size fits all.  


   
New questions are field tested. They are placed randomly on an active test but don’t count toward the final score. Test takers aren’t told which questions they’ll be graded on and which are just practice questions being tried out on students for the first time. So students presumably give their best effort to both types. Then when the test is scored, the results of the field test questions determine if they’ll be used again as graded questions on a subsequent test.  


   
According to W. James Popham, professor emeritus at the University of California and a former president of the American Educational Research Association, standardized test makers take pains to spread out the scores. Questions answered correctly by too many students – regardless of their importance or quality – are often left off the test.  


   
If 40 to 60 percent of test takers answer the question correctly, it might make it onto the test. But questions that are answered correctly by 80 percent or more of test takers are usually jettisoned.  


   
He writes:  

   “As a consequence of the quest for score variance in a standardized achievement test, items on which students perform well are often excluded. However, items on which students perform well often cover the content that, because of its importance, teachers stress. Thus, the better the job that teachers do in teaching important knowledge and/or skills, the less likely it is that there will be items on a standardized achievement test measuring such knowledge and/or skills.”  


   
Think about what this means.  


   
We are engaged in a system of assessment that isn’t concerned with learning so much as weeding people out. It’s not about who knows what, but about which questions to ask that will achieve the predetermined bell curve.  


 
This is important when it comes to equity.  


 
 
If we are guided in large part by standardized test scores, we aren’t guided by authentic learning. We’re guided by a false picture of learning. Therefore, the most effective way – perhaps the only practical way – of raising test scores is to teach directly to a specific test. And not only the test, but the specific version of the test being given that year.

So if we do somehow manage to raise test scores, we haven’t improved academics at all but a mere semblance of it. And thus the equity we might celebrate in such a situation would be just as false. 


 
You got a good score on the MAP test. Hurrah! But that doesn’t mean you know anything of real value except how to take this particular MAP test which, itself, will change after the next round of questions are field tested.


 
 
 
This has huge implications for the quality of education being provided at our schools. Since most administrators have drunk deep of the testing Kool-Aid, they now force teachers to educate in just this manner – to use test scores to drive instruction. So since the tests doesn’t focus on the most essential parts of Reading, Writing, Math, and Science, neither does much of our instruction. 

And if we insist on evaluating the equity of our schools on these test scores, we will only make things that much worse. 


   
We end up chasing the psychometricians. We try to guess which aspects of a subject they think most students don’t know and then we teach our students that to the exclusion of more important information. And since what students don’t know changes, we end up having to change our instructional focus every few years based on the few bread crumbs surreptitiously left for us by the state and the testing corporations.  


   
That is not a good way to teach someone anything. It’s like teaching your child how to ride a bike based on what the neighbor kid doesn’t know.  


   
It’s an endless game of catch up that only benefits the testing industry because they cash in at every level. They get paid to give the tests, to grade the tests and when students fail, they get paid to sell us this year’s remediation material before kids take the test again, and – you guessed it – the testing companies get another check!  


   
It’s a dangerous feedback loop, a cycle that promotes artificially prized snippets of knowledge over constructive wholes. 


 
And let’s not forget where these tests come from


 
They were created in the 1910s and 20s by eugenicists to prove the supremacy of white Europeans over other racial and ethnic groups.  


 
While these original tests are no longer in circulation, the assumptions behind them are an essential part of our modern day standardized tests. 
 


The very method of question selection in today’s tests builds economic and racial bias into the very fabric of the enterprise.  


   
According to Prof. Martin Shapiro of Emory University, when test makers select questions with the greatest gaps between high and low scorers, they are selecting against minorities. Think about it – if they pick questions based on the majority getting it right, which minority got it wrong? In many cases, it’s a racial or ethnic minority. In fact, this may explain why white students historically do better on standardized tests than black and Hispanic students.  


   
This process may factor non-school learning and social background into the questions. They are based on the experiences of white middle-to-upper class children.  


   
So when we continually push for higher test scores, not only are we ultimately dumbing down the quality of education in our schools, but we’re also explicitly lobbying for greater economic and racial bias in our curriculum trickling down from our assessments.  


   
As Ibram X. Kendi, author of “How to be an Antiracist” puts it:  


   
“Standardized tests have become the most effective racist weapon ever devised to objectively degrade Black minds and legally exclude their bodies.”  


 
This is incompatible with any enterprise aimed at increasing equity.  


 
You are engaged in a never-ending cycle of teaching to the test at the expense of authentic learning. You’re engaged in making minorities think like their privileged peers – of overcoming who they are just to be accepted into a game.

 
 
This is not education. It is assimilation, and it will always put the assimilated at a disadvantage to the majority – those they are being forced to imitate.  


 
Equity and standardized testing do not go together.  


 
 
They CANNOT go together. They are anathema.  


 
Those who suggest otherwise are either well-meaning fools or duplicitous malefactors.  


 
There is a multi-billion dollar standardized testing industry dependent on keeping us testing our kids.  


 
But we can no longer continue feeding that beast and pretending that we can somehow provide equity to our underserved children, too.  


 
We have to choose – equity or testing.  Fairness or unrestrained capitalism.


 
Do not believe anyone who tells you to support a plan built on both. 

It does not exist.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

The Racist Origins of Standardized Testing Still Matter

Would you walk across a bridge that was designed to break?

Of course you wouldn’t.

But what if someone told you the bridge had been fixed?

Would you trust it – especially if people were still falling off of it all the time?

That’s the situation we’re in with standardized testing.

The tests were explicitly created more than a century ago to fail minorities and the poor.

And today, after countless revisions and new editions, they still do exactly the same thing.

Yet we’re exhorted to keep using them.

A BRIEF HISTORY LESSON

Modern testing comes out of U.S. Army IQ tests developed during World War I.


 In 1916, a group of psychologists led by Robert M. Yerkes, president of the American Psychological Association (APA), created the Army Alpha and Beta tests. These were specifically designed to measure the intelligence of recruits and help the military distinguish those of “superior mental ability” from those who were “mentally inferior.” 


These assessments were based on explicitly eugenicist foundations – the idea that certain races were distinctly superior to others.

Colleague Lewis Terman made the goal clear in his book, The Measurement of Intelligence, that these “experimental” tests will show “enormously significant racial differences in general intelligence, differences which cannot be wiped out by any scheme of mental culture.” 

In 1923, another psychologist, Carl Brigham, took these ideas further in his seminal work A Study of American Intelligence. In it, he used data gathered from these IQ tests to argue the following: 


 
“The decline of American intelligence will be more rapid than the decline of the intelligence of European national groups, owing to the presence here of the negro. These are the plain, if somewhat ugly, facts that our study shows. The deterioration of American intelligence is not inevitable, however, if public action can be aroused to prevent it.”


 
 Thus, Yerkes, Terman and Brigham’s pseudoscientific tests were used to justify Jim Crow laws, segregation, and even lynchings. Anything for “racial purity.” 


People took this research very seriously. States passed forced sterilization laws for people with “defective” traits, preventing between 60,000 and 70,000 people from “polluting” America’s ruling class. 

The practice was even upheld by the US Supreme Court in the 1927 Buck v. Bell decision. Justices decided that mandatory sterilization of “feeble-minded” individuals was, in fact, Constitutional.


 Of the ruling, which has never been explicitly overturned, Justice Oliver Wendell Holmes wrote, “It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind…. Three generations of imbeciles are enough.” 


Eventually Brigham took his experience with Army IQ tests to create a new assessment for the College Board – the Scholastic Aptitude Test – now known as the Scholastic Assessment Test or SAT. It was first given to high school students in 1926 as a gatekeeper. Just as the Army intelligence tests were designed to distinguish the superior from the inferior, the SAT was designed to predict which students would do well in college and which would not. It was meant to show which students should be given the chance at a higher education and which should be left behind. 


And unsurprisingly it has always – and continues to – privilege white students over children of color. The same as nearly every standardized test still does.

HAS IT CHANGED?

None of this can be challenged. These are historical facts. They are simply what happened justified in the words of the people who perpetrated them.

However, champions of continuing the practice of standardized testing most often defend the practice by appealing to time.

This was all a long time ago, they say. Much has changed between now and then.

But has it? Really?

We certainly don’t use the editions of the tests written by the original eugenicists, but the practices used to create them and the results of these assessments are extremely similar.

In 1964, a Department of Education report found that the average black high school senior scored below 87% of white seniors (in the 13 percentile) on standardized assessments. Fifty years later, the National Assessment of Educational Progress (NAEP) found that black seniors had narrowed the gap until they were merely behind 81% of white seniors (scoring in the 19th percentile).

Is that really the kind of progress you want to champion?

The reason for the disparity has nothing to do with the learning students of color (and the poor whose scores are similar) achieve nor their worth as human beings.

It is in the very concept of standardized testing.

Discrimination is purposefully built in to the standardization process, according to W. James Popham, PhD, Professor Emeritus at the University of California at Los Angeles and former test maker. He explained in an interview with Frontline:

“Traditionally constructed standardized achievements, the kinds that we’ve used in this country for a long while, are intended chiefly to discriminate among students … to say that someone was in the 83rd percentile and someone is at 43rd percentile. And the reason you do that is so you can make judgments among these kids. But in order to do so, you have to make sure that the test has in fact a spread of scores. One of the ways to have that test create a spread of scores is to limit items in the test to socioeconomic variables, because socioeconomic status is a nicely spread out distribution, and that distribution does in fact spread kids’ scores out on a test.”

The scores have to fall into categories – Below Basic, Basic, Proficient and Advanced, for instance. If too many students cluster in the middle, the results are invalid. We need the scores spread out – even if we must resort to non-educational factors to get there.

Family income is not something the tests ignore, says Popham. It is an essential component specifically tested for in question construction. In fact, he claims that between 15-80% of the questions (depending on the subject area) on norm-referenced exams are linked to socio-economic status (SES).

Thus minorities with higher percentages of impoverished people are selected against. Not because of any explicit racist ideology – but to get the pretty bell curve standardized assessments require.

Young Whan Choi, Manager of Performance Assessments at Oakland Unified School District in Oakland, California, agreed.

“Too often, test designers rely on questions which assume background knowledge more often held by White, middle-class students. It’s not just that the designers have unconscious racial bias; the standardized testing industry depends on these kinds of biased questions in order to create a wide range of scores.”

For example, Choi recalled a 10th grade student in his class asking him about a standardized test question. “With a puzzled look, she pointed to the prompt asking students to write about the qualities of someone who would deserve a “key to the city.” Many of my students, nearly all of whom qualified for free and reduced lunch, were not familiar with the idea of a ‘key to the city.’”

So when they get such a question wrong, it isn’t necessarily because they don’t know the concept being tested, but they don’t understand what was being asked in the first place.

Test makers could work to eliminate such instances but that would reduce the spread of answers. It would destroy the bell curve – and thus invalidate the goal of the test which ultimately is not assessing learning but sorting and ranking students.

Jay Rosner, a national admissions test expert, explained how this bias is built-in to the process for each revision of assessments like the SAT:


“Compare two 1998 SAT verbal [section] sentence-completion items with similar themes: The item correctly answered by more blacks than whites was discarded by the Educational Testing Service, whereas the item that has a higher disparate impact against blacks became part of the actual SAT. On one of the items, which was of medium difficulty, 62% of whites and 38% of African-Americans answered correctly, resulting in a large impact of 24%…On this second item, 8% more African-Americans than whites answered correctly…”


 In other words, the criteria for whether a question is chosen for future tests is if it replicates the outcomes of previous exams – specifically tests where students of color score lower than white children. And this is still the criteria test makers use to determine which questions to use on future editions of nearly every assessment in wide use in the US.

Public schools have no control over these factors. That’s why schools serving poor and minority students invariably have lower test scores. Popham concludes there will always be a testing gap because that’s the way the system is designed.

He says it’s “A game without winners.” Or more likely a game where the poor and minorities cannot win.

And that’s how the system was designed.

Whether it’s the 1920s or the 2020s.

Standardized tests came from racists assumptions about human intelligence.

And that still matters today.

We no longer profess eugenicist ideas of racial purity embedded in our assessments as self evident or based on science. But they’re there none-the-less.

Today, the very concept of intelligence being quantifiable remains in question.

In “The Mismeasurement of Man,” evolutionary biologist Stephen Jay Gould challenged many of these ideas – in particular those of Terman. Rather than see intelligence as a genetic trait, Gould envisioned it more abstractly and thus shattered the idea that any mere number could capture human value.

Complex instances of learning cannot be accurately standardized. They have to be measured in context of the students and the learning community where they were acquired.

But this is a relatively new idea. Accepting it requires us to turn the page on a rather dark passage of our national history.

We must move on from the original test makers narrow-minded, racist ideas about intelligence and human worth.

And to do that we must leave standardized testing far, far behind.

We can’t just give a faulty bridge a new coat of paint. We must demolish it and rebuild an entirely new structure to carry us into the future.


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When Good Students Get Bad Standardized Test Scores 

 
 
Ameer is a good student.  


 
He takes notes in class, does all his homework and participates in discussions.  


 
He writes insightful essays and demonstrates a mastery of spelling and grammar.  


 
He reads aloud with fluency and inflection. He asks deep questions about the literature and aces nearly all of his classroom reading comprehension tests. 


 
However, when it is standardized test time, things are very different.  


 
He still arrives early, takes his time with the questions and reviews his work when he’s done – but the results are not the same.  


 
His grades are A’s. His test scores are Below Basic. 


 
How is that?  


 
How can a student demonstrate mastery of a subject in class but fail to do the same on a standardized test?  


 
And which assessment should I, his teacher, take seriously?  


 
After all, they can’t BOTH be correct. 


 
This is a problem with which most classroom teachers are forced to contend.  


 
Bureaucrats at the administrative or state level demand teachers assess students with standardized tests but the results often contradict a year or more of observation. 


 
Take the Measures of Academic Progress (MAP) test.  


 
This year at my Western Pennsylvania district, administration decided to use this computer-based standardized assessment as a pre-test or practice assessment before the state mandated Pennsylvania System of School Assessment (PSSA). 


 
I’ve already written about what a waste of time and money this is. A test before the test!? 


 
But after reluctantly subjecting my classes to the MAP and being instructed to analyze the results with my colleagues, we noticed this contradiction. 


 
In many cases, scores did not match up with teacher expectations for our students.  


 
In about 60-80% of cases, students who had demonstrated high skills in the subject were given scores below the 50th percentile – many below the 25th percentile.  


 
These were kids with average to high grades who the MAP scored as if they were in the bottom half of their peers across the state. 


 
 Heck! A third of my students are in the advanced class this year – but the MAP test would tell me most of them need remediation! 


 
If we look at that data dispassionately, there are possible explanations. For one, students may not have taken the test seriously. 


 
And to some degree this is certainly the case. The MAP times student responses and when they are input fast and furious, it stops the test taker until the teacher can unlock the test after warning them against rapid guessing. 


 
However, the sheer number of mislabeled students is far too great to be accounted for in this way. Maybe five of my students got the slow down sloth graphic. Yet so many more were mislabeled as failures despite strong classroom academics. 


 
The other possibility – and one that media doom-mongers love to repeat – is that districts like mine routinely inflate mediocre achievement so that bad students look like good ones.  


 
In other words, they resolve the contradiction by throwing away the work of classroom teachers and prioritizing what standardized tests say


 
Nice for them. However, I am not some rube reading this in the paper. I am not examining some spreadsheet for which I have no other data. I am IN the classroom every day observing these very same kids. I’ve been right there for almost an entire grading period of lessons and assessments – formative and summative. I have many strong indications of what these kids can do, what they know and what they don’t know.  


 
Valuing the MAP scores over weeks of empirical classroom data is absurd.  


 
I am a Nationally Board Certified Teacher with more than two decades experience. But Northwest Evaluation Association (NWEA), a testing company out of Portland, Oregon, wants me to believe that after 90 minutes it knows my students better than I do after six weeks! 


 
Time to admit the MAP is a faulty product. 


 
But it’s not just that one standardized test. We find the same disparity with the PSSA and other like assessments.  


 
Nationally, classroom grades are better than these test scores.  


 
In the media, pundits tell us this means our public school system is faulty. Yet that conclusion is merely an advertisement for these testing companies and a host of school privatization enterprises offering profit-making alternatives predicated on that exact premise.  


 
So how to resolve the contradiction? 


 
The only logical conclusion one can draw is that standardized assessments are bad at determining student learning.  


 
In fact, that is not their primary function. First and foremost, they are designed to compare students with each other. How they make that comparison – based on what data – is secondary.  


 
The MAP, PSSA and other standardized tests are primarily concerned with sorting and ranking students – determining which are best, second best and so on. 


 
By contrast, teacher-created tests are just the opposite. They are designed almost exclusively to assess whether learning has taken place and to what degree. Comparability isn’t really something we do. That’s the province of administrators and other support staff.  


 
The primary job of teaching is just that – the transfer of knowledge, offering opportunities and a conducive environment for students to learn.  


 
That is why standardized tests fail so miserably most of the time. They are not designed for the same function. They are about competition, not acquisition of knowledge or skill. 


 
That’s why so many teachers have been calling for the elimination of standardized testing for decades. It isn’t just inaccurate and a waste of time and money. It gets in the way of real learning.  


 
You can’t give a person a blood transfusion if you can’t accurately measure how much blood you’re giving her. And comparing how much blood was given to a national average of transfusions is not helpful. 


 
You need to know how much THIS PERSON needs. You need to know what would help her particular needs.  


 
When good students get bad test scores, it invariably means you have a bad test.  


 
 
An entire year of daily data points is not invalidated by one mark to the contrary.  


 
Until society accepts this obvious truth, we will never be able to provide our students with the education they deserve.  

Good students will continue to be mislabeled for the sake of a standardized testing industry that is too big to fail.


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Classroom Grades Show Learning Better than Standardized Test Scores

“Not everything that counts can be counted, and not everything that can be counted counts.”

William Bruce Cameron

This summer my family suffered a tremendous blow.

My grandmother, Ce Ce, died.

She was in her 90s and had been unwell since before COVID. But she was also our matriarch, the point around which so much of our interrelations orbited and met.

After the funeral, I found myself at my uncle’s house somehow tasked with watching over several young cousins who had had just about enough of sitting around quietly in itchy suits and dresses.

To get a moment to myself, I set them a task: go downstairs among the assorted relatives and ask them to tell you a story about Ce Ce. Best story wins.

They went off like an explosion. And when they came back, they each had a touching tale about Ce Ce.

One was about how she defended a niece who wanted to marry someone of another faith. Another story was a fond recollection of the sweet and sour spaghetti sauce she used to make, the recipe of which is lost forever.

I was even surprised to hear some stories I had never known like that after my grandfather died, a semi-famous painter had asked Ce Ce on a date!

When my little cousins’ recitations were done, they were united in one thing – wanting to know who won.

I stumbled. I stammered.

I really had no way of judging such a thing.

They had all brought back such wonderful stories. Who won? We were ALL enriched by hearing them.

And that’s kind of how I feel about learning.

It is a fool’s errand to try and compare one person’s acquisition of knowledge with another. But that’s exactly what our current education system is built on.

Unless opted out by a parent or guardian, every public school child in America is required to take standardized tests in grades 3-8 and once in high school.

And the results of these tests are used to make high stakes decisions about which classes the students can enroll in, which enrichments, field trips or remediation they require, and even how much funding will be given or withheld from the schools and districts where they attend.

As a result, the social effects of poverty and racial discrimination end up being transformed into numbers. Thus, instead of being seen as indictments of the economic and racist status quo, they are viewed as the problem of schools and the individual students, themselves.

Standardized tests purport to show that poor children and/or children of color aren’t learning at the same rate as other children. So by the end of 12th grade they have learned less. When they are discriminated against in the job market then, that discrimination is justified – because it is not based on economics or race; it is based on numbers.

However, to perform this alchemy, we have to ignore the fact that standardized assessments are not the only way to determine whether students have learned anything. In fact, for the majority of students’ school experience that learning is assessed by something else entirely – classroom grades.

What if we took classroom grades as seriously as we take standardized test scores?

What if we valued them MORE?

The world would be a very different place.

The entire narrative of failing students and failing schools would turn on its head. After all, graduation rates have steadily increased over the last decade.

Students are completing more courses and more difficult courses. And students are even getting higher grades in these classes!

Yet at the same time, standardized test scores on national exams have remained at about the same level or gone down.

How is that possible?

The new analysis comes from the U.S. Department of Education, and tracks transcripts of a representative sample of high school graduates in 1990, 2000, 2009, and 2019.

It does not include scores from 2020 and 2022 when both classroom grades and national test scores fell. But that’s clearly because of the pandemic and the fact that most students educations and testing schedules were disrupted.

Before COVID, students increasingly were taking higher-level courses, and their Grade Point Averages (GPAs) were steadily rising — from an average of 2.68 in 1990 to 2.94 in 2000, 3.0 in 2009, and 3.11 in 2019. 

This is true of students from all backgrounds, but disparities still existed. On average, white and Asian students had higher GPAs than Black and Hispanic students. Though girls, overall, had higher GPAs than boys.

However, on the National Assessment of Educational Progress (NAEP), given to a sample of students across the country, test scores during the same period did not show a similar increase. Math and reading scores in 2019 were slightly lower than in 2009 and unchanged from 2005. Science scores haven’t budged since 2009. 

Why the disparity?

It seems that either teachers are making it too easy to get good classroom grades or standardized testing does not assess student learning accurately.

Scholars, teachers, parents and students have been complaining about the validity of standardized testing for more than a century. But business interests make billions of dollars off the industry it creates. Guess which group policymakers continue to heed over the other.

It doesn’t take much to show why classroom grades are better at assessing student learning. Compare them with standardized test scores.

Students earn grades based on a wide range of assessments, activities, and behaviors – quizzes, class participation, oral and written reports, group assignments, homework, and in-class work.

Standardized tests, on the other hand, are not assigned on such a multifaceted range of factors. Instead, they are designed to obtain a measure of student proficiency on a specified set of knowledge and skills within limited academic areas, such as mathematics or reading.

Classroom grades are tapestries sown from many patches showing a year’s worth of progress. Standardized tests are at best snapshots of a moment in time.

In class, students can speak with teachers about grades to get a better sense of how and why they earned the marks they did. They can then use this explanation to guide them in the future thus tailoring the classroom experience to individuals.

The value seen in standardized test is its apparent comparability. Scores are supposed to reflect student performance under roughly the same conditions, so the results can be equated and analyzed.

So the biggest difference isn’t a matter of validity, it is pragmatism. Test scores can be used to rate students from all over the country or the world. They can be used to sort kids into a hierarchy of best to worst. Though why anyone would want to do that is beyond me. The purpose of education is not like the National Football League (NFL). It’s to encourage learning, not competition based on a simulation of learning.

And there is evidence that classroom grades are more valid than standardized test scores.

After all, high stakes assessments like the Scholastic Aptitude Test (SAT) do NOT accurately predict future academic success as classroom grades, in fact, do.


 
Kids with perfect scores on the SAT or American College Testing (ACT) tests don’t achieve more than kids who received lower scores or never took the tests in the first place.


 
Numerous studies have shown this to be true. The most recent one I’ve seen was from 2014.


 
Researchers followed more than 123,000 students who attended universities that don’t require applicants to take these tests as a prerequisite for admission. They concluded that SAT and ACT test scores do not correlate with how well a student does in college.


 
However, classroom grades do have predictive value – especially when compared to standardized tests. Students with high grades in high school but middling test scores do better in college than students with higher test scores and lower grades.

Why? Because grades are based on something other than the ability to take one test. They demonstrate a daily commitment to work hard. They are based on 180 days (in Pennsylvania) of classroom endeavors, whereas standardized tests are based on the labor of an afternoon or a few days.

Classroom grades would not have such consistent predictive value if they were nothing but the result of grade inflation or lenient teachers.

In fact, of the two assessments – classroom grades and standardized tests – one is far more essential to the daily learning of students than the other.

We could abolish all standardized testing without any damage to student learning. In fact, the vacuum created by the loss of these high stakes tests would probably result in much less teaching to the test. Days, weeks, months of additional class time would suddenly appear and much more learning would probably take place.

Academic decisions about which classes students can enroll in or what remediation is necessary could just as easily be made based on classroom grades and teacher observations. And funding decisions for schools and districts could be made based on need and equity – not the political football of standardized testing.

However, getting rid of classroom grades would be much more disruptive. Parents and students would have few measures by which to determine if students had learned the material. Teachers would have fewer tools to encourage children to complete assignments. And if only test scores remained, the curriculum would narrow to a degree unheard of – constant, daily test prep with no engagement to ones life, critical thinking or creativity.

To be fair, there are mastery-based learning programs that try to do without grades, but they are much more experimental and require a complete shift in how we view learning. This is a more holistic system that requires students to demonstrate learning at one level before moving ahead to the next. However, it is incredibly labor intensive for teachers and often relies heavily on edtech solutions to make it viable.

I’m not saying this is an impossible system or even taking a stance on its value. But a large scale shift away from classroom grades would be chaotic, confusing and probably a failure without serious support, scaffolding and parental, teacher and student buy-in.

At the end of the day, classroom grades are the best tool we have to determine whether learning has taken place and to what degree. We should do everything we can to change the way policymakers prefer the standardized approach to the personalized one.

To return to a fuller quote by sociology professor Cameron with which I began this article:

‘It would be nice if all of the data which sociologists require could be enumerated because then we could run them through IBM machines and draw charts as the economists do. However, not everything that can be counted counts, and not everything that counts can be counted.”

Thus, the urge to quantify student learning seems predicated on the popular maxim: If you can’t measure it, you can’t manage it.

Standardized testing is about managing students – sorting them into valuable and disposable for the workforce.

Classroom grades are actually concerned with the project at hand – assessment of learning.

Which brings me back to my little cousins.

When I told them I couldn’t possibly pick a winner between them based on their stories, there were lots of groans of annoyance.

They viewed the whole project as a competition and they wanted to win.

I hope on reflection they’ll see that we all won.

Everything isn’t a contest. We are not all opponents.

If they can grasp that, it would be the greatest lesson I could teach.


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If Standardized Tests Were Going to Succeed, They Would Have Done So By Now 


 
 
 
Standardized tests were supposed to be the magic remedy to fix our public schools.  


 
 
They were supposed to make all students proficient in reading and math.  


 
 
They were supposed to ensure all students were getting the proper resources.  


 
 
They were supposed to ensure all teachers were doing their best for their students.  


 
 
But after more than four decades, standardized tests have not fulfilled a single one of these promises.

 
 
 
In fact, all they’ve done is make things worse at public schools while creating a lucrative market for testing companies and school privatization concerns.  


 
 
So why haven’t we gotten rid of them? 


 
 
To answer that question, we have to understand how we got here in the first place – where these kinds of assessments came from in the US and how they became the guiding policy of our public schools. 


 
Standardized testing has been around in this country since the 1920s.  


 
It was the product of the pseudoscientific eugenicist movement that tried to justify white supremacy with bad logic and biased premises.  


 
Psychologists Robert Yerkes and Carl Brigham invented these assessments to justify privileging upper-class whites over lower class immigrants, Blacks and Hispanics. That was always the goal and they tailored their tests to find that result. 


 
From the very start, it had serious consequences for public policy. The results were used to rationalize the forced sterilization of 60,000 to 70,000 people from groups with low test scores, thus preventing them from “polluting” the gene pool.  


 
However, Brigham’s greatest claim to fame was the creation of the Scholastic Assessment Test (SAT) to keep such undesirables out of higher education. These tests were not central to school curriculum and mainly used as gatekeepers with the SAT in particular still in wide use today. 


 
The problem then – as now – is that standardized tests aren’t very good assessments. They work okay for really simple things like rudimentary math. However, the more complex a skill you’re assessing, the more inadequate the tests. For example, imagine just trying to have a conversation with someone where your only choices of reply were limited to four canned responses. That’s a multiple-choice assessment. The result is a testing system that selects against the poor and minorities. At best, it reproduces the economic and racial disparities of society. At worst, it ensures those disparities will continue into the next generation. 


 
That isn’t to say the system went unchallenged. By the 1960s, the junk science and leaps of logic behind standardized testing were obvious and people began fighting back in court. Black plaintiffs began winning innumerable lawsuits against the testing industry.  


 
 
Perhaps the most famous case is Hobson v. Hansen in 1967, which was filed on behalf of a group of Black students in Washington, DC. The court ruled that the policy of using tests to assign students to tracks was racially biased because the tests were standardized to a White, middleclass group. 


 
 
Nevertheless, just as the tests were beginning to disappear, radical economists like Milton Friedman saw them as an opportunity to push their own personal agenda. More than anything, these extreme capitalists wanted to do away with almost all public services – especially public schools. They hoped the assessments could be repurposed to undermine these institutions and usher in an era of private education through measures like school vouchers. 


 
 
 
So in the 1980s, the Reagan administration published “A Nation at Risk,” a campfire tale about how America’s public schools were failing. Thus, the authors argued we needed standardized testing to make American children competitive in a global marketplace. 


 
 
However, the report, which examined test scores from the past 20 years, was misleading and full of statistical and mathematical errors.  


 
 
For instance, it concluded that average student test scores had decreased but didn’t take into account that scores had actually increased in every demographic group. It compared two decades worth of test scores, but failed to mention that more students took the test at the end of that period than at the beginning, and many of the newer students were disadvantaged. In other words, it compared test scores between an unrepresentative group at the beginning of the comparison with a more representative group at the end and concluded that these oranges were nothing like the apples they started with. Well, duh. 


 
Most people weren’t convinced by the disaster capitalism at work here, but the report marks a significant moment in the standardization movement. In fact, this is really where our modern era began.

 
 
Slowly governors and state legislators began drinking the Kool-aide and mandating standardized testing in schools along with corporate-written academic standards the tests were supposed to assess. It wasn’t everywhere, but the model for test-and-punish was in place. 


 
It took an additional two decades, until 2001, for President George W. Bush’s No Child Left Behind (NCLB) legislation to require standardized testing in ALL public schools.  


 
With bipartisan support, Bush tied federal funding of schools to standardized test performance and annual academic progress. And from then on, the die was cast. This policy has been upheld through both Republican and Democratic regimes.  


 
In fact, standardized testing intensified under President Barack Obama and was continued with few changes by Donald Trump and even Joe Biden. Far from changing course, Biden broke a campaign promise to discontinue the tests. Once in office, he thought testing was so important that he forced schools to give the assessments during the Covid-19 pandemic when districts had trouble even keeping school buildings open. 


 
And that brings us to today.  


 
From the 1980s to 2022 we’ve had wide scale standardized testing in our schools. That’s roughly 40 years where the entirety of what is done in public school has been organized around these assessments. They drive the curriculum and are the ultimate benchmark by which success or failure is judged. If this policy was ever going to work, it would have done so by now.  


 
 
However, it has achieved NONE of its stated goals.  


 
NCLB specifically stated that all children would be proficient in reading and math by 2014. That has not happened. Despite spending billions of dollars on remediation and completely reorganizing our schools around the assessments, test scores have remained mostly static or even decreased. 


 
The law also justified its existence with claims to equity. Somehow taking resources away from districts with low test scores was supposed to increase funding at the neediest schools. Unsurprisingly this did not happen. All it did was further increase the funding gap between rich and poor schools and between wealthy and disadvantaged students.  


 
NCLB also championed the idea that competing for test scores would result in better teachers. However, that didn’t happen either. Instead, educators were forced to narrow the curriculum to cover mostly what was assessed, reduce creativity and critical thinking, and teachers who served poor and minority students were even punished for doing so.  


 
If the purpose of standardized testing was all the things the law purported, then it was a decades long failure. It is the policy equivalent of slamming your head into a wall repeatedly and wondering why you aren’t moving forward. (And where did this headache come from?) 


 
If, however, the purpose of standardized testing was to fulfill Friedman’s privatization dreams, then it was a resounding success. Public schools still persist, but they have been drained, weakened and in many ways subverted.  


 
Look at the evidence. 


 
Standardized testing has grown from a $423 million industry before 2001 to a multi-billion dollar one today. If we add in test prep, new text books, software, and consultancy, that figure easily tops the trillion dollar mark.  


 
Huge corporations make the tests, grade the tests and then sell remediation materials when students fail. It’s a huge scam. 


 
But that’s not the only business created by this policy. Test and punish opened entirely new markets that hadn’t existed before. The emphasis on test scores and the “failing schools” narrative stoked unwarranted distrust in the public school system and a demand for more privatized alternatives. 


 
 Chief among these was charter schools. 


 
The first charter school law was passed in 1991 in Minnesota. It allowed for the creation of new schools that would have special agreements (or charters) with states or districts to run without having to abide by all the usual regulations. Thus, the school could go without an elected board, pocket public money as private profit, etc. The bill was quickly copied and spread to legislatures across the country by the American Legislative Exchange Council (ALEC). 


  
Today, there are charter schools in 43 states and the District of Columbia educating nearly three million students. Charter schools enroll about 6% of the students in the country.  


 
 
However, charter schools are rife with fraud and malfeasance. For instance, more than a quarter of charter schools close within 5 years of opening. By year 15, roughly 50% of charter schools close. That’s not a stable model of public education. It’s a get rich quick scheme. And since these types of schools are free from the kinds of regulations, democratic governance and/or transparency that keeps authentic public schools in check, another charter school scandal pops up almost every day. 


 
 
But let’s not forget school vouchers. Before high stakes testing, the idea of using public money to pay for private or parochial schools was widely considered unconstitutional. Now about 4% of US students go to private and parochial schools some of which are funded with school vouchers. This is an option in 32 states and the District of Columbia, and more than 600,000 students participated in a voucher, scholarship tax credit or education savings account program last school year, according to EdChoice, a pro-voucher and school choice group.  


 
There is little evidence that school vouchers actually improve student performance, however, and there’s even evidence that students who receive vouchers to attend private schools may do worse on tests than they would have if they had stayed in authentic public schools.  


 
Moreover, the cost of attending one of these private or parochial schools isn’t completely covered by the voucher. On average, vouchers offer about $4,600 a year, according to American Federation for Children, which supports voucher programs. The average annual cost of tuition at a private K-12 school nationwide is $12,350, according to Educationdata.org, though that can be much more expensive in some states. In Connecticut, for example, the average tuition is almost $24,000. So vouchers only REDUCE the cost of attending private or parochial schools for a few kids while siphoning away tax dollars that should go to educating all kids.  


 
In short, they’re subsidies for wealthier kids at the expense of the middle class and disadvantaged. 


 
Without standardized testing, it is impossible to imagine such an increase in privatization.

 
 
 
High stakes testing is a Trojan horse. It is a way to secretly undermine and weaken public schools so that testing corporations, charter schools and voucher schools can thrive. 


 
 
Judged by its own metrics of success, standardized testing is an abject failure. Judged by the metric of business and school privatization it is a rousing success.  


 
And that’s why it has been so hard to discontinue.  


 
This is corporate welfare at its finest, and the people getting rich off our tax dollars won’t allow us to turn off the flow of funding without a fight.  


 
 
On the right, policymakers are often boldly honest about their goals to bolster privatization over public schools. On the left, policymakers still cling to the failed measures of success testing has not been able to meet time-and-again.  


 
However, both groups support the same system. They only give different reasons.  


 
 
It is past time to wake up and smell the flowers.  


 
 
If we want to ensure education dollars go to education and not profiteers, we need to end standardized testing. 


 
 
If we want to help students learn to the best of their abilities, we need to stop gaslighting them with faulty measures of success or failure. 
 


 
If we want to allow teachers to do the best for their students, we need to stop holding them back with antiquated eugenicist shackles. 


 
 
And if we truly want to save our public school system, we have to stop propping up privatization.  


 
 
In short, we need to end standardized testing.  
 


 
The sooner, the better. 


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I Triggered Bill Maher By Writing About Standardized Testing and White Supremacy 

 


Bill Maher is mad at me. 


 
And I’ve never even met the man.  


 
I guess you could say we’re from different worlds. 


 
He’s on the West Coast. I’m on the East.  


 
He’s a political comedian. I’m a public school teacher. 


 
He’s a multimillionaire. I can barely make ends meet. 


 
What could I possibly do to provoke the ire of this man so much so that he took aim at me on his HBO TV show? 


 
 As near as I can tell, it started when I wrote a blog.  


 
Then people read that blog.  


 
It got popular and was republished throughout the Internet.  


 
And Maher disagrees with what I wrote.  


 
In fact, the very idea annoyed him as a prime example of namby-pamby liberals taking their agenda too far. 


 
What did I write in the article?  


 
Only that standardized testing is a tool of white supremacy


 
In fact, that was the title of the article, which seems to be about as far as Bill read because he ignored any arguments, facts or historical citations in the piece.  


 
On his show, “Real Time with Bill Maher” this week, he posted the title of the article and the graphic that appeared with it when it was republished on commondreams.org


 
What he didn’t post was my name. I am the author, after all, but I guess that’s not important.  


 
The crucial bit was how triggered Bill was by my assertion.  


 
By connecting such allegedly alien concepts as standardized testing and racism, Maher thinks I devalued the meaning of “white supremacy.” 
 


Maher never actually examined my claim or what I wrote backing it up. Never mind the arguments I made in favor of my point, the sources I cited, the examples of actual bias or the documented history of standardized testing as a creation of the eugenicist movement.  
 


He was content to speak in a smarmy tone and make a pretty lame joke about what a racially biased test question might look like.

 
 
In fact, that’s probably why he (and his staff) picked my piece in the first place. They saw it as an opportunity to make a joke and whiffed at it pretty terribly. 


 
Here’s the relevant bit of his monologue: 


 
 
“In 2010 the New York Times used the term “White Supremacist” on 75 occasions. Last year, over 700 times. Now some of that to be sure is because Trump came along and emboldened the faction of this country that is truly white supremacist. It is of course still a real thing. But it shouldn’t apply to something like – as more than a few have suggested – getting rid of the SAT test. Now if we find the SAT test is slanted in such a way as to stack the deck in favor of Caucasians, if there are questions like Biff and Chip are sailing a yacht traveling at 12 knots to an Ed Sheeran concert on Catalina – if Catalina is 12 miles away, how many White Claws should they bring? Yes, then maybe. But of course the SAT doesn’t have questions like that so it becomes a kind of ludicrous exaggeration that makes lovers of common sense roll their eyes – and then vote for Trump.”  


 


Queue audience laughter and applause.  


 
Funny stuff I guess.  


 
Not the comedy staff’s fake SAT question but Maher’s assurance that “The SAT doesn’t have questions like that.” 


 
Really, Bill? 


 
How about this one? 


 
Runner: Marathon 
(a) envoy: embassy 
(b) martyr: massacre 
(c) oarsman: regatta 
(d) horse: stable 


 
It’s a real SAT question famously discussed in the infamous 1994 book, The Bell Curve, by Richard Herrnstein and Charles Murray – a book that tried to use discrepancies in test scores to prove white people are smarter than black people. 


 
The answer is C, and it relies on a test taker’s knowing the meaning of regatta – something more likely to have come up in the daily lives of affluent white students than in the lives of less affluent minority students. If you don’t live by a body of water and/or don’t have much experience with rowing, you’re probably going to fail this question.  

It’s the same kind of question Maher’s comedy team came up with – find something white people are more likely to know than black people – but the Real Time writers just pilled it on over-and-over.

It doesn’t take five repetitions of something to make it biased. All it takes is one.


 
To be fair, my example is from the SAT analogy section, which was removed from the test in 2005. However, that doesn’t mean they got rid of the bias. 

In fact, the College Board, the organization that develops and administers the SAT, tacitly admits its test is biased.

It now provides an “adversity score” for poor and minority students to adjust raw SAT scores to account for high schools and neighborhoods “level of disadvantage.”

In other words, they know that poor and minority kids get lower scores so they’re trying to fudge the results to give them a boost.

Which would be entirely unnecessary if the SAT assessed them accurately in the first place.

They are literally trying to make up for how biased their test scores are.

Consider this.

Total SAT scores range from 400 to 1600 – or from 200-800 in both Math and Reading respectively.

According to 2018 data, combined SAT scores for Asian and White students average over 1100, while all other groups average below 1000. Meanwhile, students with family income less than $20,000 score lowest on the test, and those with family income above $200,000 scored highest, according to 2015 data. And the difference is significant – a 433 average Reading score for those with the lowest family incomes compared to an average Reading score of 570 for those with the highest family income. That’s a 137 point difference!

And it holds for racial groups, too. The average Reading score on the SAT was 429 for black students – 99 points behind the average for white students.

However, the College Board is trying to justify this by saying the discrepancy is because poor and minority students are more disadvantaged than white, affluent ones. In other words, it’s not the test that is unfair, but American society in providing better resourced schools with lower class sizes and more resources for white kids than children of color.

And while American society IS unfair to the poor and minorities, several studies indicate that the problem is even deeper than that.

The SAT is biased, too.

Several studies ( Roy Freedle of the Educational Testing Service from 2003, Maria Santelices and Mark Wilson from 2010, etc.) find notable differences between the verbal scores of black and white students whose educational background and skill set suggest that they should get similar scores.

Freedle says this is because SAT questions likely reflect the cultural expressions that are used commonly in the dominant (white) society, so white students have an edge based not on education or study skills or aptitude, but because they are most likely growing up around white people.

This makes sense if you examine how test questions are selected for the SAT. In his book How the SAT Creates Built-in-Headwinds, national admissions-test expert, Jay Rosner, explains the process:


 
“Compare two 1998 SAT verbal [section] sentence-completion items with similar themes: The item correctly answered by more blacks than whites was discarded by the Educational Testing Service, whereas the item that has a higher disparate impact against blacks became part of the actual SAT. On one of the items, which was of medium difficulty, 62% of whites and 38% of African-Americans answered correctly, resulting in a large impact of 24%…On this second item, 8% more African-Americans than whites answered correctly…”


 In other words, the criteria for whether a question is chosen for future tests is if it replicates the outcomes of previous exams – specifically tests where students of color score lower than white children. And this is still the criteria test makers use to determine which questions to use on future editions of nearly every assessment in wide use in the US.

But if all this isn’t enough to convince you that standardized tests really are a tool of white supremacy, consider their sordid history.

They are literally the product of the American eugenics movement.

Modern testing comes out of Army IQ tests developed during World War I.


 In 1917, a group of psychologists led by Robert M. Yerkes, president of the American Psychological Association (APA), created the Army Alpha and Beta tests. These were specifically designed to measure the intelligence of recruits and help the military distinguish those of “superior mental ability” from those who were “mentally inferior.” 


These assessments were based on explicitly eugenicist foundations – the idea that certain races were distinctly superior to others. In 1923, one of the men who developed these intelligence tests, Carl Brigham, took these ideas further in his seminal work A Study of American Intelligence. In it, he used data gathered from these IQ tests to argue the following: 


 
“The decline of American intelligence will be more rapid than the decline of the intelligence of European national groups, owing to the presence here of the negro. These are the plain, if somewhat ugly, facts that our study shows. The deterioration of American intelligence is not inevitable, however, if public action can be aroused to prevent it.”


 
Eventually Brigham took his experience with Army IQ tests to create a new assessment for the College Board – the Scholastic Aptitude Test – now known as the Scholastic Assessment Test or SAT. It was first given to high school students in 1926 as a gatekeeper. Just as the Army intelligence tests were designed to distinguish the superior from the inferior, the SAT was designed to predict which students would do well in college and which would not. It was meant to show which students should be given the chance at a higher education and which should be left behind. 


And unsurprisingly it has always – and continues to – privilege white students over children of color.

Is it an exaggeration to say that assessments specifically designed to favor affluent white people over impoverished minorities still does the same thing?

Is it ridiculous to describe the century long racial and economic discrepancy in test scores as something that supports white supremacy – especially when these results are shown time and again to be a feature of the tests and not just an artifact that recreates economic inequality?

Is it going too far to call out the racism of the SAT and other standardized tests like it when even the College Board admits its own scores are biased?

Does it devalue the term “White Supremacy” to point out real world white supremacy?

But Maher apparently isn’t interested in these questions.

After a few moments he moved on to another example of the left gone wild.


 
But I can’t do that because this isn’t just a bit for me.  


 
As I mentioned, I’m a public school teacher.  


 
I deal with the impact of standardized testing every day.  


 
I watch my students degraded, depressed and dehumanized by it year after year.  

It’s become cliche for privileged white people like Bill Maher to get cranky when someone points out real world prejudice.

But for those of us in the trenches, it is an everyday reality.

And that’s what triggers me.


Here’s the segment from “Real Time with Bill Maher”: (the relevant bit starts at 4:45)


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The Year Without Standardized Testing

Last year was the first in nearly two decades that the US did not give standardized tests to virtually every student in public school.

Think about that.

Since 2001 almost every child took the tests unless their parents explicitly demanded they be opted out.

For 19 years almost every child in grades 3-8 and once in high school took standardized assessments.

And then came 2019-20 and – nothing.

No multiple guess fill-in the bubble questions.

No sorting students into classes based on the results.

No evaluating teachers and schools based on the poverty, race and ethnicities of the children they serve.

And all it took to make us stop was a global pandemic.

What are the results of that discontinuity?

We may never really know.

There are so many variables at play.

The Covid-19 pandemic closed school rooms across the nation for various lengths of time. Some are still closed. Some are beginning to close again.

Many classes were conducted remotely through conferencing software like Zoom and file sharing programs like Google Classroom. Others were conducted through a hybrid model combining in-person instruction and cyber instruction. While still others met in-person with numerous mitigation efforts like masks, social distancing and air purifiers.

Many students were absent, struggled to learn and experienced countless traumas due to the isolation, sickness and deaths.

About 561,000 people are dead in the United States because of Covid-19.

That’s more than Americans who died in the attack on Pear Harbor (2,403), the 9/11 terrorists attacks (3,000), WWI (116,000) or WWII (405,000).

Only the Civil War (600,000 – 850,000) has a larger death toll. For now.

As of April 1, nearly 3.47 million children have tested positive for COVID-19, most with mild symptoms, according to the American Academy of Pediatrics. A few hundred have died, mostly children of color. Many more kids probably contracted the virus but were asymptomatic spreaders of the disease to adults.

As a result, between 37,000 and 43,000 children in the United States have lost at least one parent to COVID-19, according to USC research.

How do you sort through all these tragedies and traumas and say THIS was caused by a lack of standardized testing?

You probably can’t.

But you can ask questions.

For example, how many teachers really missed the data the standardized tests would have shown?

How many students and parents agonized over what last year’s test scores would have been?

How many government agencies really wanted to provide resources to schools but couldn’t figure out where they should go because they didn’t have test scores to guide them?

I’m not sure exactly how we could find answers.

We could survey teachers and staff about it.

We could survey parents and students.

We could even subpoena Congresspeople and ask them under oath if a lack of test scores determined their legislative priorities.

But we’re not really doing any of that.

It’s a prime opportunity to find out something valuable about standardized tests – mainly if people really think they’re valuable.

But we’re not going to stop and do it.

Instead we’re rushing back onto the testing treadmill this year while the Coronavirus pandemic still rages.

Is that logical behavior?

Not really.

We already have almost 20 years of data showing that annual testing did not improve student learning nationally. US kids were no better off from 2001-2019 having yearly tests than students in Scandinavia who were tested much less frequently. In fact, the countries with the highest academic achievement give far fewer assessments.

The effectiveness and fairness of standardized testing have come into question since before George W. Bush’s No Child Left Behind legislation enshrined them into law.

They were designed by eugenicists to justify racism and prejudice. Their partiality for wealthier whiter students and discrimination against poorer browner students has been demonstrated time and again.

But in 2001 we created an industry. Huge corporations write the tests, grade the tests and provide the remediation for the tests. Billions of dollars in taxes are funneled into this captive market which creates monetary incentives for our lawmakers to keep the system going.

Yes, some civil rights organizations have waffled back and forth over this as big donors who value the tests make or withhold contributions. Meanwhile, many other more grassroots civil rights organizations such as Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, have continuously called for the abolition of high stakes testing.

It should be no surprise then that President Joe Biden – though as a candidate he promised to stop standardized testing if he were elected – did an immediate about face this year and insisted we reinstate the assessments.

A scientific mind would be empirical about this. It would examine the results as much as possible and determine whether moving forward made any sense.

This is especially true as the pandemic health crisis continues to make the act of giving the tests difficult at best and dangerous at worst.


There is no way a logical mind can look at the situation and not come to the conclusion that the status quo on testing is a triumph of capitalism over science and reason.

In a month or so, the year without testing will be just that – a single year.

To paraphrase Winston Churchill:

We shall go on to the end. We shall test during Covid, we shall test in the classes and on-line, we shall test with growing confidence and growing strength wearing masks, we shall defend our industry, whatever the cost may be. We shall test in the homes, we shall fill in bubbles on sanitized desks, we shall test in the fields and in the streets, we shall test in the hospitals; we shall never surrender!



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Lawmakers Backing Standardized Tests Should Practice What They Preach

When it comes to the whip, one side is definitely better than the other.

Everyone wants to hold it by the stock. No one wants to get hit by the lash. 

That’s why politicians as diverse as Donald Trump and Joe Biden have struggled so desperately to defend standardized testing.

They want to keep control of the torture device they’ve inherited from their predecessors without feeling its sting, themselves.

Take the current Covid crisis in our public schools.


 
Educators are scrambling to teach safely and most lawmakers stand aside unsure how to help.

We can’t figure out which students to assist, they say, without first giving them all a batch of standardized tests.


 


It’s absurd, like paramedics arriving at a car crash, finding one person in a pool of blood and another completely unscathed – but before they know which person needs first aid, they have to take everyone’s blood pressure. 


 
I mean come on! We’re living through a global pandemic.  


 
Nearly every single class has been majorly disrupted by it. 


 
So just about every single student needs helpBUT SOMEHOW WE NEED DATA TO NARROW THAT DOWN!?  


 

Our duly-elected decision-makers seem to be saying they can only make decisions based on a bunch of numbers


 


The fact that they have so little imagination that they can’t visualize the problem without a bar graph is truly disturbing. 


 
But this isn’t rocket science. They don’t HAVE TO be creative thinkers.  


 


Just use class attendance to see which students have received consistent instruction and which have been absent all year.


 
Look at classroom grades, which outline students’ academic performance from day to day.  


 
Those are numbers. And they clearly show which kids have been impacted the most by Covid-19. 


 
But for some reason actually using the data we already have is just crazy talk! 


 


Scores on a standardized test are the ONLY data that counts


 
Okay.

Then I have a suggestion for these legislators. 


 
Why don’t you practice what you preach? 


 
If the only logical way to make decisions is based on test scores, you should provide those scores to the greatest decision-making body in the country: voters.  


 
Every lawmaker who CHAMPIONS standardized tests should have to TAKE standardized tests.  


 
I don’t mean the same tests as the students.  


 
That would be silly.  


 
After all, student tests are designed to favor answers from privileged white people. Most of these lawmakers are the target demographic already. They passed a standardized test (or paid someone to pass the test for them) as a smokescreen getting into whichever prep school or ivy league college where they were legacy enrollments, anyway.  


 
I’m talking about a new series of standardized tests designed to show how much these lawmakers adhere to the principles of their respective political parties. 


 
So there’d be two versions – one for Republicans and one for Democrats.  


 
A high score means the test taker is a bona fide example of their party’s ideals. A low score means they should probably be booted out on their butts. 


 
For example, a question for Democrats might be: 


 


Which policy is progressive? 


 
A) School privatization 
B) Fracking on native lands 
C) Drone strikes 
D) Universal healthcare 


 


And an example for Republicans: 


 
Which policy is fiscally responsible? 


 
A) School privatization 
B) Tax cuts for billionaires 
C) More unnecessary wars  
D) Investing in infrastructure  


 
The answers are both D and that’s because this test would be in high De-mand! Get it? 


 
Think of what we could do with these scores! 


 
Lawmakers could tout their assessment achievements as they campaign. 


 
They could say, “Vote for Sam Smith. He got an Advanced Score on the Democratic System of Statesperson Assessments (DSSA).”  


 
Or “Don’t vote for Megan Mission. She only scored a Satisfactory on the Partnership for Assessment of Republicanism for Congress or Klan (PARCK).” 


 
What an improvement that would be! 


 
Finally, we wouldn’t have to rely on a politician’s voting record or campaign contributions or platform….  We could just look at the score and vote accordingly. 


 
But who would we get to make and grade the tests? 


 
It couldn’t be the politicians, themselves, or even their respective political parties. That wouldn’t be standardized somehow.  


 
If we can’t let teachers create tests for their own students, we certainly can’t trust politicians to do the same for their fellow campaigners. 


 
I guess we could task the testing corporations with making these assessments, but that’s a conflict of interests. We should instead rely on the educational experts, people with the credentials and the most experience actually giving standardized tests. 


 
And that would be…. Classroom teachers


 
So these tests should be written by the National Education Association (NEA) and American Federation of Teachers (AFT).  
 


But, of course, this isn’t free. We’ll have to pay these test-creators, and pay them handsomely.  


 
That’s billions more dollars spent on assessment. What an expense! What a waste of tax dollars! 


 
Still, can we really afford not to?  


 
I’m sure would-be lawmakers would like a leg up on the competition, so the teachers’ unions could make workbooks and software packages and apps and teach remedial courses to help folks pass the tests. That would probably bring in more money than the tests, themselves.  


 
And since the teachers would get to grade the assessments, they could make sure the scores are curved so only a very limited number pass each year. We can’t have grade inflation, after all.  


 
What would the teachers do with this money, I wonder?  


 
Well, they could reinvest it in our schools.  


 
See? We’ve just solved two problems at once.  


 
No more under-resourced schools. No more educational inequality. Every school in the country could be like the Taj Mahal!  


 
And all of this just because of standardized testing! 


 
Maybe the lawmakers have the right idea in prioritizing high stakes testing! 


 
Or maybe they understand the value of benefiting from the testing industrial complex and not being subjected to it. 


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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Just CLICK HERE.

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!