Orwell Award Announcement SusanOhanian.Org Home


[Susan notes: These fine letters were written in response to an editorial calling for the continued standardized testing of second graders. In a further degredation of teachers, editorialists insist that without the tests nobody knows if children can read.]

Published in Sacramento Bee
06/18/2007

To the editor



Re "A test worth keeping," editorial, June 12: The Bee asserts that without a state test, we won't know if students can read until fourth grade. Actually, informative, classroom-based assessments can meet the educational and emotional needs of young children and enable teachers to communicate more effectively with parents.



Most psychologists and educators agree that children in kindergarten and first and second grade should not be subjected to rigid standardized testing. Potential benefits are few because of the unreliability of the test data.



The National Academy of Sciences warns against overreliance on standardized testing, concluding, "Problems of test validity are greatest among young children, and there is a greater risk of error when such tests are employed to make significant educational decisions about children who are less than 8 years old or below grade 3 ... or about their schools."



STAR testing of second-graders wastes hundreds of thousands of hours of instructional time for test preparation and administration in classrooms throughout the state.



Because of the unreliability of standardized testing at this grade level, and because of the wasted instructional time, wasted dollars and harmful effect on children caused by these tests, 42 other states have rejected state testing of second-graders.



- George Sheridan, Garden Valley





Making reading enjoyable



Preparing for technical, lengthy test format questions takes time away from the proactive process of creating an interest in reading. Second-graders do not need to be subjected to this kind of intimidating, grueling task that they will associate with reading.



Many second-graders are in what educators refer to as the "learning to read" stage. They haven't reached the "reading to learn" stage. Teachers in my school keep a close look at these students by checking their fluency (speed of recognizing words) monthly and giving them a variety of comprehension tests related to the current state reading series. The children are moving from stories with lots of pictures to the ultimately prestigious chapter books without pictures. This requires a big change in their reading instruction.



Beginning readers need a literature diet rich in phonics, teacher read-alouds, pleasure and shared reading to nourish their appetite for reading. This requires lots of enjoyable reading experiences. The best way to learn how to read is to love reading.



- Cindy Sage, Orangevale





A 'black eye' for teachers



Sometimes The Bee just doesn't get it! The second-grade test only shows how a particular student fills in bubbles, which is not a math or reading skill. The test asks second-graders to sit and focus for long periods of time, which is not a math or reading skill.



The Bee gives all teachers a black eye by citing one instance where a teacher said one thing while a test said another. Teachers see the students over long periods of time. They know what the students are capable of better than a developmentally inappropriate test.



As a third-grade teacher I know from experience the second-grade tests are of little value.



Give teachers credit for the great and difficult job they do. Don't blame them and decide a one-time test is better than daily observation and ongoing assessment. No Child Left Behind (as wrong as it has proven to be) doesn't require a second-grade test. Why should California?



Oh, by the way, did you mention how much money those stupid tests cost? Remember the constant budget woes?



Get it right next time!



- Thomas J. Carroll, Sacramento

multiple authors


FAIR USE NOTICE
This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of education issues vital to a democracy. We believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information click here. If you wish to use copyrighted material from this site for purposes of your own that go beyond 'fair use', you must obtain permission from the copyright owner.