Does “Teaching the Test” really work?
By Carole Richards
When it was first introduced, I was excited that No Child Left Behind might help schools across the country to recognize the need to improve education results. By testing all children, schools would look in the mirror and start to make changes to improve reading literacy and math skills.
Fast forward ten years … testing is everywhere in schools. Test scores show children’s skills are better, but haven’t soared as predicted. Children are constantly tested, including children with severe disabilities who can barely speak or function (they are given an alternate assessment).
The basic questions are, with the emphasis on testing, are U.S. children reading better, and have their math skills improved? Are children better able to read the words (decode) and understand what they read (comprehend)? Are they able to solve simple math problems? More important, are children able to think, problem-solve and learn how to learn?
In our state, the Ohio Department of Education (ODE) has mandated the Ohio Achievement Test (OAT) for all children in grades three to eight. In ninth grade, children take the Ohio Graduation Test (OGT).
ODE added another wrinkle and tied the State of Ohio Academic Content Standards to the OAT. These standards were developed in eight content areas including language arts and mathematics for grades kindergarten through grade twelve. These standards list EVERY skill to be taught in every grade. There are actually thousands of individual “benchmarks” and “indicators” that fill about 2,000 pages in the standards.
Most schools carefully follow the ODE rules. Now, every curriculum for every class is affected by these standards. Everything taught in any classroom must match a standard. Even kindergarten children have standards for patterns, functions and algebra. Yes, even algebra in kindergarten.
These standards are tied to the OAT and OGT tests with the result that most teachers “teach the test” during every class period. Even vendors bringing in art, science, or other programs market to these standards. Children take regular practice tests and then the children are given lessons related to their weaknesses.
So what have we accomplished? Well, many teachers, administrators and, of course, the children and their parents are stressed with the endless testing. Children spend most of their school time in the “test mode”. Some schools have rallies before the big tests.
While the students’ test scores are improved, have we accomplished the mandated ODE goal, “every child will learn to read by the third grade?” And are children meeting the ODE standards? The answer is no! Many kids still cannot read, or cannot read well. Yes, they can take tests better, but children in huge numbers lack basic literacy skills.
What is not working: While testing has drawn attention to the problem ... testing has become part of the problem. The school year is now an endless stream of test practice and the real tests, leaving little time for fun and engaging in learning. Standards sound profound to their authors but rely on the ability of the children to meet them. If the children are unable to meet the standards. If the children haven’t learned “how to” perform up the standards … they are failing in the eyes of ODE.
What is the answer? Parents should require that teacher training programs teach future teachers reading and math methodologies, not just theories. By teaching our children effective reading methodologies that actually teach them “how to” read, we will help them improve their reading skills, math skills (which require reading), and help them learn to think. Memorizing facts and test questions does not do it. And teaching test content does not teach children how to learn.
While this sounds like an over-simplified answer, the problem isn’t really all that complicated. It seems complicated because educators and politicians look for answers that will solve education problems for everyone in the U.S. at the same time. Right now, your children may be the victims of generalized and sweeping education solutions.
We believe in solving education problems one child at a time.
Carole Richards is president of North Coast Tutoring Services, president of the Creative Education Institute which holds its Academic Fun & Fitness Camp at Lakeland Community College, author of RICHARDS READ Systematic Language and a frequent guest on radio and TV. She can be reached at caroler@northcoasted.com.
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Contact: John Kusik, Vice President
North Coast Education ServicesŸ31300 Solon Road, Suite 1 ŸSolon, Ohio 44139
440-914-0200 ŸFax 440-542-15604 Ÿjohnk@northcoasted.com
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