The growing momentum behind efforts to reduce the standardized testing burden on Colorado students got a nod from the governor Thursday in his State of the State address, and John Hickenlooper is right to pay attention.
Critics of both the political left and right seem to be gathering force, and it’s important for the state to meet reasonable demands while preserving its important testing core.
Fortunately, a task force assembled to look at testing mandates is , and it’s clear there are a number of ways in which testing could be streamlined.
For instance, social studies testing, particularly in high school, could be made optional for districts. But that’s not all.
Could some of the assessments in early years that chart reading ability and school readiness be combined without compromising the overall goal giving schools and parents critical information on student progress? Probably.
Is there a way to make the high school test that measures competency in achieving Common Core standards be accepted by Colorado colleges and universities as an admission test? Possibly.
Could it also be used as a placement test for college work, replacing other tests for that purpose? It’s certainly a conversation worth having.
Clearly, there are ways to slim down the testing volume for students, and such a task becomes less contentious and complex if those involved can agree on basic goals.
One key goal should be the preservation of what is known as Colorado’s growth model in assessing academic achievement. By measuring academic growth over time in addition to overall proficiency, the state can determine whether a district or school is moving students along as fast as their peers elsewhere in the state.
It’s a key measurement when it comes to questions of educational equity for low socio-economic students, and in measuring the relative success of schools in difficult environments.
And while no one is talking about abolishing such a system — at least not publicly — that is what would happen if the state does not require a reasonable continuum of tests that can chart student progress over time.
For instance, having just one assessment in high school would make it impossible to gauge students’ growth.
Clearly, there are ways to slim down the testing volume for Colorado students, and such a task becomes less contentious and complex if those involved can agree on basic goals.
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