Every year, millions of students take high-stakes, standardized tests. Hanging in the balance are billions of dollars in school funding, teacher bonuses and job security, and the decision on whether this student passes to the next grade. The potential rewards for success have spawned another battery of tests to prepare for the high stakes assessments, and, in some cases, another layer of testing to prepare students for the tests that prepare them for the tests that most matter. The average student will take over 120 mandated standardized tests before she graduates. While the stakes of these tests are high, their value is very low. What follows is a look at how a culture of testing is threatening our education system and stealing value from teachers, students, and taxpayers. Fortunately, there may be something we can do about it...

1. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.

2. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
and,
in
some
cases,
another
layer
of
tes=ng
to
prepare
students
for
the
tests
that
prepare
them
for
the
tests
that
most
maAer.
What
follows
is
a
look
at
how
a
culture
of
tes=ng
is
threatening
our
educa=on
system
and
stealing
value
from
teachers,
students,
and
taxpayers.
Fortunately,
there
may
be
something
we
can
do
about
it...
Hanging
in
the
balance
are
billions
of
dollars
in
school
funding,
teacher
bonuses
and
job
security,
and
the
decision
on
whether
this
student
passes
to
the
next
grade.

3. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
and,
in
some
cases,
another
layer
of
tes=ng
to
prepare
students
for
the
tests
that
prepare
them
for
the
tests
that
most
maAer.
What
follows
is
a
look
at
how
a
culture
of
tes=ng
is
threatening
our
educa=on
system
and
stealing
value
from
teachers,
students,
and
taxpayers.
Fortunately,
there
may
be
something
we
can
do
about
it...
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…

4. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
and,
in
some
cases,
another
layer
of
tes=ng
to
prepare
students
for
the
tests
that
prepare
them
for
the
tests
that
most
maAer.

5. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.

6. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.

7. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
and,
in
some
cases,
another
layer
of
tes=ng
to
prepare
students
for
the
tests
that
prepare
them
for
the
tests
that
most
maAer.
What
follows
is
a
look
at
how
a
culture
of
tes=ng
is
threatening
our
educa=on
system
and
stealing
value
from
teachers,
students,
and
taxpayers.

8. Every
year,
millions
of
students
just
like
this
one
take
high-­‐stakes,
standardized
tests
just
like
the
one
he’s
taking
here.
The
poten=al
rewards
for
success
have
spawned
another
baAery
of
tests
to
prepare
for
the
high
stakes
assessments…
This
boy
will
take
over
120
mandated
standardized
tests
before
he
graduates.
While
the
stakes
of
these
tests
are
high,
their
value
is
very
low.
and,
in
some
cases,
another
layer
of
tes=ng
to
prepare
students
for
the
tests
that
prepare
them
for
the
tests
that
most
maAer.
What
follows
is
a
look
at
how
a
culture
of
tes=ng
is
threatening
our
educa=on
system
and
stealing
value
from
teachers,
students,
and
taxpayers.
Fortunately,
there
may
be
something
we
can
do
about
it...

9. PASSING
ON THE
TESTHOW HIGH-STAKES TESTING THREATENS AMERICAN EDUCATION
AND WHAT WE CAN DO ABOUT IT
BY: K. RHODIE EDWARDS

10. WHAT ARE
STANDARDIZED
TESTS?

11. HISTORY OF TESTING
• Originated
in
China
• Popularized
in
U.S.
• 1900s:
IQ
Test
• 1910s:
Military
Officer
Candidacy
• 1940s:
ETS
and
college
admission
SOURCE: TIME.COM

12. USEFULNESS OF TESTING
• More
efficient
than
individually
graded
tests.
• High-­‐volume
(high-­‐N)
tests
allows
for
comparison
between
students.
• Reliable
scale
allows
for
absolute
score
insights.
An individual student in this class can easily be ranked against other
students in the class or other classes who took the same exam.

13. High-­‐quality
assessments
generate
rich
data
and
can
provide
valuable
informa9on
about
student
progress
to
teachers
and
parents,
support
accountability,
promote
high
expecta=ons,
and
encourage
equity
for
students
of
color
and
low-­‐income
students.
Center for American Progress:
WHY DO WE TEST?

14. WHY DO WE TEST?
• Required by No Child Left
Behind
• Managed by states
• High-Stakes = big payoff
FEDERALLY
MANDATED
DISTRICT
MANDATED
GRANT
REQUIRED
• Used mostly as a practice
or check-in for federally
mandated tests.
• Funds tied to completion
of tests.
• Helps with broad adoption
of policies and practices.

15. WHY DO WE TEST?
• Required by No Child Left
Behind.
• Managed by states.
• High-Stakes
FEDERALLY
MANDATED
DISTRICT
MANDATED
GRANT
REQUIRED
• Used mostly as a practice
or check-in for federally
mandated tests.
• Funds tied to completion
of tests.
• Helps with broad adoption
of policies and practices.

16. WHY DO WE TEST?
• Required by No Child Left
Behind.
• Managed by states.
• High-Stakes
FEDERALLY
MANDATED
DISTRICT
MANDATED
GRANT
REQUIRED
• Used mostly as a practice
or check-in for federally
mandated tests.
• Funds tied to completion
of tests.
• Helps with broad adoption
of policies and practices.

17. USING
STANDARDIZED
TESTS

18. USES FOR TESTSEach test below is mandated by some districts for one or more grades
PRE-TESTS FOR
COLLEGE
ENTRANCE TESTS
COLLEGE PREP
EXAMS
COMMON-CORE-
ALIGNED
ASSESSMENTS
COLLEGE
ENTRANCE TESTS
STATEWIDE
DIAGNOSTIC EXAMS
DISTRICT
BENCHMARKING
EXAMS
KINDERGARTEN
READINESS TESTS
HIGH SCHOOL
EXIT EXAMS
GIFTED &
TALENTED
ASSESSMENT
SOURCE: CENTER FOR AMERICAN PROGRESS

19. TIME SPENT TESTING
• 2%
on
tes=ng
• 18%
on
“Test
Prep”
• 10%
of
addi=onal
=me
is
spent
by
teachers
on
test-­‐
related
ac=vi=es.
School
Time
Devoted
to
Tes9ng
SOURCES: COUNCIL OF GREAT CITY SCHOOLS, UFTA

20. TIME SPENT TESTING
• 2%
on
tes=ng
• 18%
on
“Test
Prep”
• 10%
of
addi=onal
=me
is
spent
by
teachers
on
test-­‐
related
ac=vi=es.
School
Time
Devoted
to
Tes9ng
SOURCES: COUNCIL OF GREAT CITY SCHOOLS, UFTA

21. TIME SPENT TESTING
• 2%
on
tes=ng
• 18%
on
“Test
Prep”
• 10%
of
addi=onal
=me
is
spent
by
teachers
on
test-­‐
related
ac=vi=es.
School
Time
Devoted
to
Tes9ng

22. TIME SPENT TESTING
• 2%
on
tes=ng
• 18%
on
“Test
Prep”
• 10%
of
addi=onal
=me
is
spent
by
teachers
on
test-­‐
related
ac=vi=es.
School
Time
Devoted
to
Tes9ng
Test-­‐Focused
School
Days
65
Days
Involve
Tes9ng
Ac9vi9es

23. DIRECT COSTS OF TESTING
• $400
-­‐
$1100
per
student
per
year.
SOURCE: CARNEGIE FOUNDATION
• Test
licensing
@
$250
• Prep
materials
@
$550
• Class
Time
Lost
@
$300

24. INDIRECT COSTS OF TESTING
TEACHER
ATTRITION
• 45%
of
teachers
considered
quieng
due
to
tes=ng.
• Per-­‐teacher
recruitment
and
induc=on
costs
of
$4
K
-­‐
$
18K.
• Annual
NYC
cost:
$115
M
SOURCE: NATIONAL EDUCATION ASSOCIATION

25. MISUSING
STANDARDIZED
TESTST H E 3 0 0 P O U N D G O R I L L A I N T H E C L A S S R O O M :
T E S T S D O N ’ T T E S T W H A T W E E X P E C T T H E M T O .

26. GOALS OF EDUCATION NOT TESTED
SURVEY
OF
THE
US
PUBLIC:
PRESUMED
GOALS
OF
EDUCATION
• Prepare
children
for
ci9zenship
• Cul=vate
a
skilled
workforce
• Teach
cultural
literacy
• Foster
cri9cal
thinking
skills
• Develop
individuals
to
compete
in
a
global
economy
SOURCE: CARNEGIE FOUNDATION

27. DESIRABLE SKILL SETS NOT TESTED
0%
2%
4%
6%
8%
10%
12%
14%
16%
Analy=cal
Skills
MS
PowerPoint
Organiza=onal
Skills
Works
Independently
Self-­‐Star=ng
Problem
Solving
Detail
Oriented
MS
Office
Communica=ons
Skills
Percent
Indica,ng
Demand
for
Each
Skill
SOURCE: INTERNATIONAL DATA CORPORATION
Employers To IDC: Math (Analytics) Is The Only Mission-Critical
Skill Set Tested In Schools.

28. 0
0.2
0.4
0.6
0.8
1
All
Students
Gr
3-­‐5
All
Students
Gr
4
Hispanics
Gr
3-­‐5
Hispanics
Gr
4
Variance
Accounted
for
Year-­‐to-­‐Year
TESTS ARE NOT ACCURATE
SMALL DATA SETS MEAN
HIGH VARIANCE
This is known as an ‘N’ problem.
We are only that
math scores for 4th grade
Hispanic students can be
accurately compared to the
same group last year.
11% certain
SOURCE: BROOKINGS INSTITUTION
CLICK
FOR
MORE
INFO

29. 0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
All
Students
Gr
3-­‐5
All
Students
Gr
4
Hispanics
Gr
3-­‐5
Hispanics
Gr
4
Variance
Accounted
for
Year-­‐
to-­‐Year
THE ‘N’ PROBLEM
Let’s say one student doubles her score from
one year to the next while the scores of her
peers stay the same. This change will have a
bigger effect on the average score of three
students than it will on the average score of
100. If we use these averages to infer the
scores of every student in the grade, the
larger sample size will be far more accurate.
This is why, when we drill down into smaller
subgroups of students, or look only at one
year of test results we see more variance.
NEXT

30. THE ‘N’ PROBLEM
SOURCE: BROOKINGS INSTITUTION
So even if the average for each groups
tests scores is the same 200 points, what
we might expect them to score the next
time around varies greatly between
groups.
The average for all students will be
between 146 & 254 if we include only the
4th grade tests, but the average for
Hispanics may be as low as 22 or as high
as 378. The more tests in the data set,
the more accurate the score.
0
50
100
150
200
250
300
350
400
All
Students
Gr
3-­‐5
All
Students
Gr
4
Hispanics
Gr
3-­‐5
Hispanics
Gr
4
183
227
146
254
304
96
378
22

31. TESTS ARE NOT ACCURATE
WALTER STROUP
UNIVERSITY OF TEXAS
72% of a test’s score
measures students’
ability to take tests
(constancy).

32. TESTS ARE NOT ACCURATE
PEARSON’S RESONSE
AS TEXAS TESTING PROVIDER
Actually, Stroup’s
research shows that
only 50.4% of results
due to ‘constancy.’
SOURCE: PEARSON.COM
Marjorie Scardino. Pearson CEO 1997 - 2013
S o … i t ’ s m o r e l i k e a 2 0 0 p o u n d o r a n g u t a n

33. WHAT
CAN WE
DO?

34. ALTERNATIVES TO TESTING
• Alleviates the ‘N’ problem
• Exacerbates other test-
related problems.
TEST MORE
BROOKINGS INSTITUTION
FOLLOW
FINLAND
STEALTH
ASSESSMENT
• Focus on teacher quality
• High standards, big
investment
• Results take decades
• Assessment embedded in
everyday tasks & games.
• Continuously measures
skills, attitudes, abilities.

35. ALTERNATIVES TO TESTING
• Alleviates the ‘N’ problem
• Exacerbates other test-
related problems.
TEST MORE
BROOKINGS INSTITUTION
FOLLOW
FINLAND
STEALTH
ASSESSMENT
• Focus on teacher quality
• High standards, big
investment
• Results take decades
• Assessment embedded in
everyday tasks & games.
• Continuously measures
skills, attitudes, abilities.

36. ALTERNATIVES TO TESTING
• Alleviates the ‘N’ problem
• Too many tests to
prepare for.
TEST MORE
BROOKINGS INSTITUTION
FOLLOW
FINLAND
STEALTH
ASSESSMENT
• Focus on teacher quality
• High standards, big
investment
• Results take decades
• Assessment embedded in
everyday tasks & games.
• Continuously measures
skills, attitudes, abilities.

37. STEALTH ASSESSMENT IN ACTION
TEACH
TO
ONE
b y
New
C l a s s ro o ms
• Every
student
has
a
laptop
• Every
exercise
is
a
stealthy
assessment
• Data
generates
targeted
lessons,
leveled
groups
and
pairs
for
next
steps.
• $100
per
student
per
year
(math
only)
CLICK ON THE PICTURE TO LEARN MORE.

38. WHY STEALTH ASSESSMENT?
TEACH TO ONE
RESULTS
During its second year,
the neediest Teach to
One students improved
81% more than the
national norm.
0.75
1
1.25
1.5
1.75
2
Low
Achieving
(n=2,029)
Average
Achieving
(n=1,381)
High
Achieving
(n=707)
Ra9o
of
Teach
to
One
Student
Math
Gains
to
Na9onal
Norms
Results are statistically significant to alpha = .001 for low and average achieving students.

39. STEALTH ASSESSMENT IN ACTION
NEWTON’S
PLAYGROUND
• Florida
State
University
laboratory
project
• TEACHES:
physics
• ASSESSES:
persistence,
perfec=onism,
organiza=on,
carefulness,
physics
CLICK ON THE PICTURE TO LEARN MORE.

40. Stealth
assessments
generate
rich
data
and
can
provide
valuable
informa9on
about
student
progress
to
teachers
and
parents,
support
accountability,
promote
high
expecta=ons,
and
encourage
equity
for
students
of
color
and
low-­‐income
students.
WHY STEALTH ASSESSMENT?

41. Which of Employers’ Most Requested Skillsets are
Tested via Teach to One and Newton’s Playground?
WHY STEALTH ASSESSMENT?
It
also
empowers
teachers
to
address
student
needs,
adds
=me
back
into
the
school
day,
and
assesses
our
progress
in
0%
2%
4%
6%
8%
10%
12%
14%
16%
Analy=cal
Skills
MS
PowerPoint
Organiza=onal
Skills
Works
Independently
Self-­‐Star=ng
Problem
Solving
Detail
Oriented
MS
Office
Communica=ons
Skills
advancing
popular
and
economic
goals
of
educa=on.

42. WHAT
STANDS IN
OUR WAY?

43. STUDENT DATA PRIVACY
S E C U R I N G S T U D E N T D A T A F R E E S U S T O M O V E F O R W A R D
• Large-­‐scale
reforms
stall
when
talks
of
student
data
privacy
arise.
• Developers/corpora=ons
need
access
to
data
for
tools
to
be
effec=ve.
• Parents
are
concerned
about
breach
of
sensi=ve
student
data.
• Schools
are
ill-­‐equipped
to
manage
data
security.
Source:
Microsor.com

44. CURRENT LEGISLATION
STUDENT
DIGITAL
PRIVACY
AND
PARENTAL
RIGHTS
ACT
• Introduced
to
the
House
March
2015
• Cri=cized
for
being
“toothless”
because:
• Allows
for
loopholes
• Makes
schools
responsible
for
protec=on
without
considering
feasibility
of
new
requirements
Speaker
John
A.
Boehner,
right,
and
Representa=ve
Jared
S.
Polis
(D-­‐CO),
co-­‐sponsor
of
the
Student
Digital
Privacy
and
Parental
Rights
Act.
Credit
Pablo
Mar,nez
Monsivais/Associated
Press

45. WHAT
CAN YOU
DO?

46. MAKE YOUR VOICE HEARD
EDUCATORS AND PARENTS SHOULD HAVE A VOICE IN THE BILL’S REVISIONS.

47. SIGN THE
PETITION.

48. FREE
STUDENTS
FROM THE TEST.

49. THANK
YOU.K . R H O D I E E D W A R D S
R H O D I E @ G M A I L . C O M

50. SIGN THE PETITION
CLICK ON THE IMAGE BELOW TO SIGN THE PETITION