Resistance to High Stakes Tests Serves the Cause of Equity in Education: A Reply to 'We Oppose Anti-Testing Efforts'

Published on
by
I Am An Educator

Resistance to High Stakes Tests Serves the Cause of Equity in Education: A Reply to 'We Oppose Anti-Testing Efforts'

(Photo: Sarah-Ji/cc/flickr)

Twelve national civil rights organizations released a statement today in opposition to parents and students who opt out of high-stakes standardized testing–what has now become a truly mass direct action campaign against the multi-billion dollar testing industry.  I believe that their statement titled, “We Oppose Anti-Testing Efforts,” misses the key role that standardized testing has played throughout American history in reproducing institutional racism and inequality.  I wrote the below statement, with the aid of the board of the Network for Public Education, to outline the racist history of standardized testing and to highlight leadership from people of color in the movement against high-stakes testing. I sincerely hope for a response from the civil rights organizations who authored the statement and I hope that this dialogue leads to deeper discussion about how to make Black Lives Matter in our school system and how to remake American public education on foundation of social justice.

Resistance to High Stakes Tests Serves the Cause of Equity in Education A Reply to “We Oppose Anti-Testing Efforts”

Authored by Jesse Hagopian and the NPE Board of Directors

Today several important civil rights organizations released a statement that is critical of the decision by many parents and students to opt out of high stakes standardized tests. Though we understand the concerns expressed in this statement, we believe high stakes tests are doing more harm than good to the interests of students of color, and for that reason, we respectfully disagree.

The United States is currently experiencing the largest uprising against high-stakes standardized testing in the nation’s history. Never before have more parents, students, and educators participated in acts of defiance against these tests than they are today.  In New York State some 200,000 families have decided to opt their children out of the state test.  The largest walkout against standardized tests in U.S. history occurred in Colorado earlier this school year when thousands refused to take the end of course exams.  In cities from Seattle, to Chicago, to Toledo, to New York City, teachers have organized boycotts of the exam and have refused to administer particularly flawed and punitive exams.

Secretary of Education Arne Duncan attempted to dismiss this uprising by saying that opposition to the Common Core tests has come from “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.” Secretary Duncan’s comment is offensive for many reasons. To begin, suburban white moms have a right not to have their child over tested and the curriculum narrowed to what’s on the test without being ridiculed. But the truth is his comment serves to hide the fact that increasing numbers of people from communities of color are leading this movement around the nation, including:

You would expect the multi-billion dollar testing industry not to celebrate this resistance. Conglomerates such as Pearson, the over 9 billion dollar per year corporation that produces the PARCC test, could stand to lose market share and profits if the protests continue to intensify. But it is unfortunate that more civil rights groups have not come to the aid of communities resisting the test-and-punish model of education. In a recent statement issued by the national leadership of some of the nation’s most prominent civil rights organizations, they wrote:

Data obtained through some standardized tests are particularly important to the civil rights community because they are the only available, consistent, and objective source of data about disparities in educational outcomes even while vigilance is always required to ensure tests are not misused.

We agree that it is vital to understand the disparities that exist in education and to detail the opportunity gap that exists between students of color and white students, between lower income students and students from more affluent families. There is a long and troubling history of schools serving children of color not receiving equitable access to resources and not providing these students with culturally competent empowering curriculum. Moreover, the schools are more segregated today than they were in the 1960s—a fact that must be particular troubling to the NAACP that fought and won the Brown vs Board of Education desegregation decision. For these reasons, we understand why national civil rights organizations are committed to exposing the neglect of students of color.

Yet we know that high-stakes standardized tests, rather than reducing the opportunity gap, have been used to rank, sort, label, and punish students of color.  This fact has been amply demonstrated through the experience of the past thirteen years of NCLB’s mandate of national testing in grades 3-8 and once in high school. The outcomes of the NCLB policy shows that test score achievement gaps between African American and white students have only increased, not decreased. If the point of the testing is to highlight inequality and fix it, so far it has only increased inequality. Further, the focus on test score data has allowed policy makers to rationalize the demonization of schools and educators, while simultaneously avoiding the more critically necessary structural changes that need to be made in our education system and the broader society.

We also know that standardized testing is not the only, or the most important, method to know that students of color are being underserved; student graduation rates, college attendance rates, studies showing that wealthier and predominantly white schools receiving a disproportionate amount of funding are all important measures of the opportunity gap that don’t require the use of high-stakes standardized tests.

The civil rights organizations go on to write in their recent statement on assessment,

That’s why we’re troubled by the rhetoric that some opponents of testing have appropriated from our movement. The anti-testing effort has called assessments anti-Black and compared them to the discriminatory tests used to suppress African-American voters during Jim Crow segregation. They’ve raised the specter of White supremacists who employed biased tests to ‘prove’ that people of color were inferior to Whites.

There are some legitimate concerns about testing in schools that must be addressed. But instead of stimulating worthy discussions about over-testing, cultural bias in tests, and the misuse of test data, these activists would rather claim a false mantle of civil rights activism.

To begin, we agree with these civil rights organizations when they write that over-testing, cultural bias in tests, and misuse of test data are “legitimate concerns about testing in schools that must be addressed”—and in fact we hope to hear more from these civil rights organizations about these very real and destructive aspects of high-stakes standardized testing.  Moreover, we believe that when these civil rights organizations fully confront just how pervasive over-testing, cultural bias and misuse of data is in the public education system, these facts alone will be enough to convince them join the mass civil rights opt out uprising that is happening around the nation. Let us take each one of these points in turn.

  • Over testing

The American Federation of Teachers (AFT, the second largest teacher’s union in the nation) conducted a 2013 study based on a analysis of two mid-size urban school districts that found the time students spent taking tests claimed up to 50 hours per year. In addition, the study found that students spent from between 60 to more than 110 hours per year directly engaged in test preparation activities. The immense amount of time devoted to testing has resulted in students in a constant state of preparation for the next high-stakes exam rather than learning the many skills that aren’t measured by standardized tests such as critical thinking, collaboration, civic courage, creativity, empathy, and leadership. The new Common Core tests are only in math and language arts and thus have served to skew the curriculum away from the arts, physical education, civics, social studies, science, music, and a myriad of other subjects that students of color are too often denied access to.

  • Cultural bias

Standardized tests have repeatedly been found to contain cultural biases. The process by which test questions are “normed” tends to eliminate questions that non-white students answer correctly in higher numbers. In New York, the number of Black students rated “below standard” jumped from 15.5% to 50% with the introduction of new Common Core tests. English learners did even worse – 84% tested “below standard” on the new tests. This sort of failure has devastating effects on students, and does not reflect their true abilities.

  • Violations of student privacy

Common Core tests are associated with the collection of unprecedented levels of data from individual students, with few safeguards for student privacy. These systems allow for-profit testing companies, and third party companies, access to information that could be used against the interests of students in the future.

However, if those problems weren’t enough there are a myriad of other ways that these high-stakes standardized tests are being used to perpetuate institutional racism.  Perhaps the most curious omission from their letter is the fact that they assert that, “The anti-testing effort has called assessments anti-Black and compared them to the discriminatory tests used to suppress African-American voters during Jim Crow segregation,” yet they offer no rebuttal of the assertion that the standardized tests today share many of the characteristics of the discriminatory exams of the past.  As a recent editorial by the social justice periodical Rethinking Schools asserted:

The United States has a long history of using intelligence tests to support white supremacy and class stratification. Standardized tests first entered the public schools in the 1920s, pushed by eugenicists whose pseudoscience promoted the “natural superiority” of wealthy, white, U.S.-born males. High-stakes standardized tests have disguised class and race privilege as merit ever since. The consistent use of test scores to demonstrate first a “mental ability” gap and now an “achievement” gap exposes the intrinsic nature of these tests: They are built to maintain inequality, not to serve as an antidote to educational disparities.

This is why some of the most prominent early voices of opposition to standardized testing in schools came from leading African American scholars such as W. E. B. Du Bois, Horace Mann Bond, and Howard Long. Du Bois, one of the most important Black intellectuals in the history of the United States and a founding member of the NAACP, recalled in 1940, “It was not until I was long out of school and indeed after the [first] World War that there came the hurried use of the new technique of psychological tests, which were quickly adjusted so as to put black folk absolutely beyond the possibility of civilization.”

The great educator and historian Horace Mann Bond, in his work “Intelligence Tests and Propaganda,” wrote this statement that so clearly reveals one of the primary flaws of standardized testing that persist to this day:

But so long as any group of men attempts to use these tests as funds of information for the approximation of crude and inaccurate generalizations, so long must we continue to cry, “Hold!” To compare the crowded millions of New York’s East Side with the children of Morningside Heights [an upper-class neighborhood at the time] indeed involves a great contradiction; and to claim that the results of the tests given to such diverse groups, drawn from such varying strata of the social complex, are in any wise accurate, is to expose a fatuous sense of unfairness and lack of appreciation of the great environmental factors of modern urban life.

Bond was expressing then what is today know as the “Zip Code Effect,”—the fact that what standardized tests really measure is a student’s proximity to wealth and the dominant culture, resulting in wealthier, and predominately whiter, districts scoring better on tests. Their scores do not reflect the intelligence of wealthier, mostly white students when compared to those of lower-income students and students of color, but do reflect the advantages that wealthier children have—books in the home, parents with more time to read with them, private tutoring, access to test-prep agencies, high-quality health care, and access to good food, to name a few. This is why attaching high-stakes to these exams only serves to exacerbate racial and class inequality.

This point was recently driven home by Boston University economics professors Olesya Baker and Kevin Lang’s 2013 study, “The School to Prison Pipeline Exposed.” In this peer-reviewed study they reveal that the increases in the use of high-stakes standardized high school exit exams are linked to higher incarceration rates. This landmark study should be a clarion call to everyone interested in ending mass incarceration to end the practice of high-stakes exit exams in high school and work towards authentic assessments.

A July, 2010 statement authored by many of the same civil rights organizations that penned the aforementioned letter titled, “Framework for Providing All Students an Opportunity to Learn through Reauthorization of the Elementary and Secondary Education Act,” stated:

The practice of tracking students by perceived ability is a major civil rights obstacle…Ideally, we must provide opportunities for all students to prepare for college and careers without creating systems that lead to racially and regionally identifiable tracks, which offer unequal access to high-quality.

We agree with this statement and thank these civil rights organizations for raising concerns about the terrible effects of tracking on the public schools and the detriment that tracking has been to Black students, other students of color, and low-income students.  We only want to emphasize that the standardized exams they are now defending are one of the most significant contributing factors to the tracking and racial segregation of students into separate and unequal programs and schools.

In that same “Framework” document the civil rights groups write:

Because public schools are critical community institutions especially in urban and rural areas, they should be closed only as a measure of last resort. And where a school district deems school closure necessary solely for budgetary or population reasons, the burdens cannot be allowed to fall disproportionately on our most vulnerable communities.

Again, we agree, but we want to point out that it is the use of test scores in labeling schools as “failing” that have contributed to clear cutting of schools that serve students of color in cities around the nation—most notably the closing of 50 schools in Chicago last year all in Black and Brown neighborhoods.

We call on the civil rights community to support the work of educators around the nation who are working to develop authentic forms of assessment that can be used to help support students to develop critical thinking. Innovative programs like New York City Consortium Schools have a wavier from state standardized tests and instead use performance based assessments that have produced dramatically better outcomes for all students, even though they have more special needs students than the general population—and have demonstrated higher graduation rates, better college attendance rates, and smaller racial divides in achievement than the rest of New York’s public schools.

Finally, we ask that you consider the rousing call to action against the new Common Core tests that was recently issued by the Seattle/King County NAACP chapter in the following statement:

It is the position of the Seattle King County Branch of the NAACP to come out against the Smarter Balanced Assessment tests, commonly referred to as SBAC. Seattle and Washington State public schools are not supplied with proper resources and a lack of equity within our schools continue to exist.

The State of Washington cannot hold teachers responsible for the outcome of students test results; when these very students are attending schools in a State that ranks 47th out of 50 States in the Nation when it comes to funding education. Furthermore, Washington State cannot expect the majority of students to perform well on increased targeted performance assessments while the State continues to underfund education in direct violation of a Washington State Supreme Court Order. We also know that our students of color are disproportionately underfunded and will disproportionately be labeled failing by the new SBAC test.

For this reason, we view the opt out movement as a vital component of the Black Lives Matter movement and other struggles for social justice.  Using standardized tests to label Black people and immigrants as lesser—while systematically underfunding their schools—has a long and ugly history.

It is true we need accountability measures, but that should start with politicians be accountable to fully funding education and ending the opportunity gap. The costs tied to the test this year will run into the hundreds of millions of dollars. If the State really wants students to achieve academic performance at higher levels these dollars should be put in our classrooms and used for our children’s academic achievement, instead of putting dollars in the pockets of test developers.

We urge families to opt out of the SBAC test and to contact their local and state officials to advise them to abide by the State Supreme Court McCleary decision to fully fund education.

–Rita Green, MBA; Seattle King County NAACP Education Chair

We join the Seattle NAACP in calling for true accountability for educational opportunities. For too long, our nation has labored under the illusion that “shining a light” on inequities is an adequate remedy. Inequitable opportunities are manifestly evident to anyone who cares to look. The use of tests for this purpose has become part of the problem, rather than a solution. We reiterate our support for parents and students who make the difficult choice to opt out of high stakes tests, and call on our nation’s leaders to shift policies away from these tests.

Jesse Hagopian

Jesse Hagopian

Jesse Hagopian teaches history and is the Black Student Union adviser at Garfield High School, the site of the historic boycott of the MAP standardized test.  Jesse is the editor and contributing author to, More Than a Score: The New Uprising Against High-Stakes Testing (Haymarket Books, 2014). Jesse is an editor for Rethinking Schools magazine, a founding member of Social Equality Educators (SEE), and recipient of the 2013 “Secondary School Teacher of Year” award from the Academy of Education Arts and Sciences. Follow Jesse on his blog at www.iamaneducator.com or on Twitter: @jessedhagopian

Share This Article