That dull grinding noise you’re hearing is probably coming from nearby schools. It might be the sharpening of pencils or it could be the gnashing of teeth. Regardless, the noise is related to that time-honored tradition of standardized testing.
CSAPs cometh.
No Child Left Behind made standardized tests the marker for evaluating schools. And this inevitably leads to comparisons, especially worldwide. Nearly every in-depth discussion of American education notes how European and Asian students outperform Americans on standardized tests. However, there’s much that isn’t explained by test scores.
As Colorado considers new tests and state standards modeled in part on countries like Singapore, we should consider the pitfalls of comparing nations via students’ test scores. More importantly, Colorado must acknowledge that we are not adopting key components that ensure foreign students’ testing success — namely, the use of competition, incentives and consequences.
Teaching in Asia, I encountered a system that, while effective there, may not transfer here. For example, Taiwanese students are required to “test” into their middle schools, and many are eliminated from college opportunities by age 12. Additionally, most students attend “cram schools” in the evening to prepare for their tests. The South Korean government has at times shut down all airports nationwide while prospective high school students take the listening portion of their entrance exams.
Japanese schools literally lock their gates at the start of school, and any tardy student is out of luck. Additionally, nearly all these countries use standardized tests to separate students early in life, and most countries offer graduation at the age of 16.
By contrast, Americans share no such enthusiasm for standardized tests, and our most serious problem is the lack of accountability. CSAPs are high-stakes tests for teachers and school districts, but they are zero-stakes tests for students. In 15 years of teaching, I’ve rarely encountered students — even honors students — who admit they try their hardest on the tests. By contrast, South Korean schools hold parades for students who have the “honor” of representing their school in international competition. American principals often have a hard time getting volunteers to participate. This is partially our fault, as we assure students these tests won’t affect their GPA. Thus, it’s not surprising when many American students who voluntarily take the NAEP national assessment don’t even finish the test.
Clearly, American students trail in international rankings based on standardized test scores. However, that may simply mean foreign students test well. It may mean America tests all students, not just the elite. It may mean American students didn’t try.
The more important comparisons are broader. Our top 30 percent of students are still among the best in the world, and America still leads the world in innovation, from space shuttles and stealth bombers to medical technology and even the iPod.
We are not Europe, and we are not Asia. They have different cultural norms that will not transfer to American society. And, while there is much we can learn from foreign schools, we should not overemphasize the significance of test scores. Instead, we must maintain all that is successful about the American system.
There is much we do right in America. And we should avoid declaring the decline of America based solely on the test scores of children. Think about that while using your new iPad as you wait for repairs on your Prius.
Michael Mazenko (mmazenko@ ) of Greenwood Village is an English teacher at Cherry Creek High School. He blogs at .
