Middle School Suicides Double As Common Core Testing Intensifies

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Middle School Suicides Double As Common Core Testing Intensifies

"In 2014, the last year for which data was available, 425 middle schoolers nationwide took their own lives." (Photo: Florian Gaertner/Photothek via Getty Images)

Here’s a high stakes testing statistic you won’t hear bandied about on the news.

The suicide rate among 10- to 14-year-olds doubled between 2007 and 2014 – the same period in which states have increasingly adopted Common Core standards and new, more rigorous high stakes tests.

For the first time, suicide surpassed car crashes as a leading cause of death for middle school children.

In 2014, the last year for which data was available, 425 middle schoolers nationwide took their own lives.

To be fair, researchers, educators and psychologists say several factors are responsible for the spike, however, pressure from standardized testing is high on the list.

In fact, it is a hallmark of other nations where children perform better on these tests than our own.

In our efforts to emulate these countries, we’ve inadvertently imported their child suicide problem.

In South Korea, one of the highest performing nations on international tests, youth suicide is a national epidemic.

According to the National Youth Policy Institute in Korea, one in four students considers committing suicide. In fact, Korea has the second highest youth suicide rate among contemporary nations.

For several years, the Korean school system has topped the roughly 70 member countries of the Organization for Economic Co-operation and Development (OECD) educational league, which measures 15-year-old students’ knowledge through the PISA test, an international student assessment exam within OECD member states.

However, the system is roundly criticized for its emphasis on memorization and test prep with little real-life application. In fact, 75 percent of South Korean children attend “cram schools” where they do little else than prepare for standardized assessments.

Likewise, Chinese students suffer similar curriculum and rates of child suicide. Though Shanghai students have some of the highest scores in OECD, abuse runs rampant.

According to the China Daily, teachers at Hubei Xiaogan No 1 High School in central Hubei province actually rigged their students up to IV drips in the classroom so they could continue studying after being physically exhausted.

Brook Larmer of the New York Times reports visiting student dormitories in Maotanchang, a secluded town in Anhui province, where the windows were covered in wire mesh to prevent students from jumping to their deaths.

In the United States, education “reform” hasn’t reached these depths, but we’re getting closer every year.

Efforts to increase test scores have changed U.S. schools to closer resemble those of Asia. Curriculum is being narrowed to only the tested subjects and instruction is being limited to testing scenarios, workbooks, computer simulations, practice and diagnostic tests.

A classroom where students aren’t allowed to pursue their natural curiosities and are instead directed to boring and abstract drills is not a place of joy and discovery. A school that does not allow children to express themselves but forces constant test prep is a lifeless environment devoid of hope.

But that’s not the worst of it.

American students are increasingly being sorted and evaluated by reference to their test score rather than their classroom grade or other academic indicators. Students are no longer 6th, 7th or 8th graders. They’re Below Basics, Basics, Proficents and Advanced. The classes they’re placed in, the style of teaching, even personal rewards and punishments are determined by a single score.

In some states, like Florida, performance on federally mandated tests actually determine if students can advance to the next grade. Some children pass their classes but don’t move on purely because of test scores well within the margin or error.

The results are devastating.

Marion Brady tells a gut-wrenching story on Alternet about a 9-year-old Florida boy who tried to hang himself after failing the state’s FCAT (Florida Comprehensive Assessment Test) by one point.

His mother explains that he had to take a summer remediation course and a retest, but still failed by one point. She couldn’t bear to tell him, but he insisted that he had failed and was utterly crushed.

 After a brief period where he was silent, alone in his room, she became apprehensive:

“I … ran down the hall to [his] room, banged on the door and called his name. No response. I threw the door open. There was my perfect, nine- year-old freckled son with a belt around his neck hanging from a post on his bunk bed. His eyes were blank, his lips blue, his face emotionless. I don’t know how I had the strength to hoist him up and get the belt off but I did, then collapsed on the floor and held [him] as close to my heart as possible. There were no words. He didn’t speak and for the life of me I couldn’t either. I was physically unable to form words. I shook as I held him and felt his heart racing.

“I’d saved [him]! No, not really…I saved him physically, but mentally he was gone…The next 18 months were terrible. It took him six months to make eye contact with me. He secluded himself from friends and family. He didn’t laugh for almost a year…”

The boy had to repeat the third grade but is haunted by what had happened as is his mother.

And this is by no means an isolated incident.

According to U.S. Census Bureau statistics, the suicide rate for 5- to 14- year-olds jumped by 39.5 percent from 2000 to 2013. The rate for 15- to 24-year-olds, which was already 818% higher than for younger children, also increased during the same time period by 18.9 percent.

That’s more than 5,000 children and rising each year taking their own lives.

Again, high stakes testing isn’t responsible for all of it. But the dramatic increase along with a subsequent increase in high stakes testing is not unrelated.

The Alliance for Childhood, a nonpartisan, nonprofit organization that advises on early education, compiled a report from parents, teachers, school nurses, psychologists, and child psychiatrists noting that the stress of high-stakes testing was literally making children sick.

On testing days, school nurses report that their offices are filled with students complaining of headaches and stomachaches. There have even been reports of uncontrollable sobbing.

In 2013, eight prominent New York principals were so alarmed by this increasing student behavior that they wrote a letter to parents expressing their concerns:

“We know that many children cried during or after testing, and others vomited or lost control of their bowels or bladders. Others simply gave up. One teacher reported that a student kept banging his head on the desk, and wrote, ‘This is too hard,’ and ‘I can’t do this,’ throughout his test booklet.”

And they’re not alone.

In fact, student anxiety is so common on test day that most federally mandated tests include official guidelines specifically outlining how to deal with kids vomiting on their test booklets.

School counselors note increasing student anxiety levels, sleep problems, drug use, avoidance behaviors, attendance problems, acting out, etc. that increase around testing time and during test prep lessons. This is a major contributor, they say, to the unprecedented increase in the number of young children being labeled and treated for psychiatric illnesses ranging from learning disabilities and attention disorders to anxiety and depression.

And the psychological trauma isn’t limited to the students, alone. The adults also suffer from it.

In 2015, Jeanene Worrell-Breeden, a West Harlem elementary school principal, took her own life by jumping in front of a subway train to escape a standardized testing scandal. Under intense pressure from the federal and state government to improve academic achievement, she had allegedly instructed her staff to change students’ answers on a new Common Core aligned high stakes test.

But the trauma isn’t always so dramatic. Teachers and principals often suffer in silence. And when it affects the adults in the room, imagine what it does to the children.

It isn’t that teachers aren’t trying to teach or that students aren’t trying to learn. It’s that the expectations and testing are developmentally inappropriate.

Middle school children’s brains are still growing. They are only physically able to learn certain concepts and skills, but we’re forcing them to deal with increasingly advanced and complex concepts at younger ages.

And when expectations and high stakes consequences come crashing down on children, they can feel there is no way out.

This is why thousands of parents have refused to allow their children to take high stakes standardized testing.

This is why there is a growing grass roots movement against these sorts of assessments and other corporate school reforms.

It’s time the media connect the dots and report these sorts of stories in context.

Don’t just shrug when reporting on child suicide rates, if you report it at all. Give the microphone to experts who can point the finger where it belongs.

And the rest of us need to make sure our representatives at the state, local and federal level know where we stand.

High stakes testing is child abuse. We should not emulate other nations’ scores especially when they come at such a cost.

The fact that we don’t engage in the worst abuses of Asian schools should be a point of pride, not jealousy.

We should cherish and nurture our children even if other nations sacrifice theirs on the altar of competition and statistics.

Steven Singer

Steven Singer is a husband, father, teacher, blogger and education advocate. He often writes at his own blog here.

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