8 Eric Allen Professor Bill Martello A-CAPS 4360 November 25, 2005

What role should standardized testing play in Texas' public education system? !e met!o"s b# $!ic! c!il"ren are e"%cate" an" aca"emicall# meas%re" in e&as !ave evolve" over t!e 'ast fe$ "eca"es, "%e to fe"eral an" state "irecte" e"%cation 'olicies( )n an effort to establis! acco%ntabilit# an" im'rove t!e nation*s com'etitiveness on a +lobal scale, stan"ar"i,e" testin+ !as become a "rivin+ com'onent of c%rric%la nation$i"e( Almost ever# state, incl%"in+ e&as, +overns its '%blic sc!ools %n"er a national 'olic# "irective -no$n as t!e .No C!il" /eft Be!in" Act. 0NC/B1( !e NC/B re2%ires all states to %tili,e assessments to "etermine an" re'ort if a sc!ool !as ma"e a"e2%ate #earl# 'ro+ress 0A3P1 in t!e 'roficienc# levels of all st%"ents( !is is a relativel# recent s!ift from local control of sc!ools to centrali,e" +overnance $!ic! is inten"e" to im'rove e"%cation an" eliminate !armf%l "is'arities in e"%cation 2%alit# 04icci 3421( )nstea" of sc!ool "istricts "eterminin+ e"%cation stan"ar"s, t!e state an" fe"eral +overnments 'rovi"e t!e 'olic# "irection( 5ne met!o" to assess e"%cation 'erformance an" com'liance $it! t!e centrali,e" 'olic# is t!e %se of acco%ntabilit# meas%res i(e(, stan"ar"i,e" tests( !e NC/B, co%'le" $it! state 'olic#, is inten"e" to "ecrease ine2%alit# an" set an ob6ective meas%rement in 'lace $!ere sc!ool "istricts, sc!ools, teac!ers, an" even st%"ents can be !el" acco%ntable for t!eir 'ro+ress or lac- t!ereof( 7o$ever, t!ere are ar+%ments from o''onents of stan"ar"i,e" testin+ claimin+ t!at test-"riven c%rric%la are !armf%l to t!e nee"s of a "emocratic societ#, an" t!at testin+ "iscriminates a+ainst minorities b# $i"enin+ t!e e"%cation

2 ac!ievement +a' 07%rs! 6821( )t is t!e intention of t!is researc! 'a'er to investi+ate t!is claim an" t!e claims of 'ro'onents of stan"ar"i,e" testin+ b# anal#,in+ $!at role stan"ar"i,e" testin+ s!o%l" 'la# in e&as* '%blic e"%cation s#stem( estin+ a"vocates claim t!at t!e c%rrent s#stem 'rovi"es to%+!er an" m%c! nee"e" acco%ntabilit# as $ell as ma-in+ America an" e&as better 're'are" to com'ete in t!e +lobal mar-et 09allas 31( 4es%ltin+ iss%es are $!et!er or not stan"ar"i,e" testin+ is a 'ro"%ctive an" fair tool for t!is 'rocess, an" $!et!er certain st%"ents are at a "isa"vanta+e "%e to socioeconomic con"itions( )n ot!er $or"s, !as t!e centrali,e" 'olic# "irection !eav# on acco%ntabilit# an" stan"ar"i,e" testin+ im'rove" e"%cation 2%alit# an" e2%alit# in e&as: ;n"erta-in+ an anal#sis of stan"ar"i,e" testin+ can !el' %s ans$er $!et!er or not t!is 'rocess 'rovi"es a fair assessment of st%"ents, teac!ers, an" sc!ools( Significance !e si+nificance of t!e iss%e relates "irectl# to t!e 2%alit# an" e2%alit# of e"%cation in e&as, acco%ntabilit# for e"%cation, an" '%blic sc!ool f%n"in+( Stan"ar"i,e" testin+ affects t!e c%rric%l%m( <or better or $orse, lessons are +eare" more to $!at st%"ents nee" to -no$ to 'ass s'ecific 'ortions of t!e e&ams 07%rs! 6881( est res%lts ma-e 'ossible t!e "ia+nosin+ of s'ecific 'roblem areas for st%"ents, teac!ers, sc!ools an" entire sc!ool "istricts( =it! evi"ence of a 'roblem, a 'ro'er co%rse can be set for im'rovement 0P!el's 3(81( An a""itional concern co%l" be $!et!er or not stan"ar"i,e" testin+ 'rovi"es a 'ro'er an" fair assessment of 'roblems( <or e&am'le, Mont# Neill, t!e E&ec%tive >irector of t!e National Center for <air an" 5'en estin+ sa#s t!at to"a#*s test-"riven 'olicies res%lt in instr%ction t!at foc%ses on s!ort term memori,ation an" com'liance rat!er t!an critical t!o%+!t, e&'loration,

3 "ebatin+, an" eval%ation( Neill sa#s t!e latter conce'ts are t!e fo%n"ations of 'ro"%ctive min"s t!at $ill 'ros'er in t!e +lobal mar-et'lace 0Neill 41( =!ile anot!er e"%cation anal#st sa#s t!e efforts to .teac! to t!e tests. !as act%all# ma"e test scores meanin+less( <%rt!ermore, several e"%cation anal#sts cite statistical evi"ence t!at s%''ose"l# s!o$s African American an" 7is'anic st%"ents scorin+ lo$er an" ma-in+ less remar-able im'rovements on t!e state*s stan"ar"i,e" test t!an $!ite st%"ents 0Neill 31, 0Sac-s 31( So, if tr%e, e&as mi+!t be failin+ to 'rovi"e its st%"ents $it! an a"e2%ate e"%cation an" t!e c%rrent s#stem ma# be e&acerbatin+ an alrea"# e&istin+ 'roblem in t!e e"%cation ac!ievement +a'( !e e&as E"%cation A+enc# 0 EA1 classifies sc!ools 0from !i+!est-to- lo$est1 as e&em'lar#, reco+ni,e", aca"emicall# acce'table, an" aca"emicall# %nacce'table( !ese ratin+s are !eavil# base" on st%"ent 'erformance on stan"ar"i,e" testin+ !o$ever, atten"ance an" "ro'o%t rates also factor into t!e e2%ation 0 EA Aca"emic E&cellence )n"icators 381( !e tests are inten"e" to remove arbitrar# met!o"s of meas%rement in e"%cation assessment s%c! as +ra"e 'oint avera+es, +ivin+ t!e '%blic a better 'ict%re of !o$ '%blic sc!ools an" in"ivi"%al st%"ents are 'erformin+( 7avin+ all st%"ents ta-e t!e same e&am s!o%l" 'rovi"e a met!o" of "eterminin+ s%ccessf%l variables an" 'romote t!e %se of t!ose variables else$!ere( Definitions >efinin+ -e# terms $ill be im'ortant for %n"erstan"in+ t!e to'ic( Stan"ar"i,e" tests 0s%c! as t!e e&as Assessment of ?no$le"+e an" S-ills 0 A?S1@ t!e State->evelo'e" Alternative Assessment )) 0S>AA ))1@ t!e /ocall#->evelo'e" Alternative Assessment 0/>AA1 an" t!e 4ea"in+ Proficienc# ests in En+lis! 04P E11 are all names of c%rrentl# a"ministere" e&ams( !e tests are val%able in t!at t!e# ma-e t!e teac!ers, sc!ools an" sc!ool "istricts more

4 acco%ntable( B# acco%ntabilit#, it is meant t!at state officials an" ot!ers intereste" in t!e $elfare an" 'ro+ress of t!e '%blic sc!ool s#stem in e&as can eval%ate teac!ers, sc!ools an" sc!ool "istricts base" %'on t!e res%lts of t!e e&ams 09allas 21( !e ass%m'tion is t!at testin+ can i"entif# e"%cator an"Aor st%"ent 'roficiencies an" s!ortcomin+s( )f tr%e, t!is follo$s t!e a"a+e t!at it is clearl# easier to fi& a 'roblem $!en t!ere is evi"ence of a 'roblem e&istin+( !e same can be sai" for reco+ni,in+ e&cellence $!en e&cellence e&ists( <or t!e f%rt!er sa-e of clarit#, a stan"ar"i,e" test, s%c! as t!e A?S, is an e&am consistin+ of stan"ar"s( !e set of instr%ctions is t!e same in /%bboc- as it is in /are"o( !e same can be sai" for testin+ con"itions, 2%estions as-e" an" time allo$e"( <%rt!ermore, stan"ar"i,e" tests are *norm-reference" tests(* !is means t!at an in"ivi"%al st%"ent*s test res%lts are com'are" to a statistical avera+e t!at is establis!e" b# a sam'le +ro%' of st%"ents 0t!e norm1( !e score can t!en be %se" to meas%re a st%"ent*s 'erformance to ot!ers at t!e local, state an" national levels 0Amrein an" Berliner 51( Anot!er "efinition nee"e" for t!e %n"erstan"in+ of t!is effort is t!e .e"%cation ac!ievement +a'(. Accor"in+ to t!e Nort! Central 4e+ional E"%cational /aborator#, .t!e ac!ievement +a' is a 'ersistent, 'ervasive an" si+nificant "is'arit# in e"%cational ac!ievement an" attainment amon+ +ro%'s of st%"ents as "etermine" b# a stan"ar"i,e" meas%re( =!en anal#,e" accor"in+ to race an" et!nicit#, ac!ievement "is'arities ne+ativel# im'act e"%cational o%tcomes for 'oor c!il"ren an" c!il"ren of color on a consistent basis.0Bo$man1( =e nee" to -ee' t!is in min" as $e "isc%ss t!e 'ros an" cons of stan"ar"i,e" testin+ as researc! s!o$s t!at t!ere ten"s to be a si+nificant "is'arit# bet$een st%"ent 'erformance on stan"ar"i,e" tests in ric! an" 'oor areas an" bet$een "ifferent et!nic +ro%'s(

5 An" finall#, $!at is o%tcome base" learnin+: !is "efinition is im'ortant beca%se o%tcome-base" learnin+ is a '!rase t!at ca't%res t!e "irection e"%cation 'olic# !as ta-en at t!e national an" state levels of +overnment( )n t!is format ever# as'ect of a st%"ent*s "a# in sc!ool is +eare" to res%lt in s'ecific learnin+( =it! t!e "esire to 'ass an" e&cee" t!e state man"ate" acco%ntabilit# stan"ar"s, most sc!ools in e&as are concentratin+ !eavil# on instr%ctional efforts t!at $ill 'ro"%ce 'ositive res%lts on t!e A?S( Secondary Issues =e !ave establis!e" t!at t!e 'rimar# iss%es for t!is to'ic incl%"e t!e $ei+!t +iven to stan"ar"i,e" testin+ in meas%rin+ '%blic sc!ool s%ccess as $ell as an# ac!ievement +a' 'ossibl# e&acerbate" b# t!e testin+( =e also m%st consi"er t!e 2%estion of local control in "eterminin+ c%rric%l%m vers%s a state an" fe"erall# "irecte" a''roac! to '%blic e"%cation 0o%tcome- base" learnin+1( B%t in "oin+ an# of t!is, $e m%st loo- at a si+nificant 'olic#-"rivin+ en+ine - t!at of mone#( !e financin+ of e"%cation t!ro%+! ta& "ollars necessitates acco%ntabilit#( !e e&as /e+islat%re !as been +ra''lin+ $it! restr%ct%rin+ t!e ta& co"e to more fairl# f%n" e"%cation, or at least to f%n" e"%cation in a $a# t!at is more 'o'%lar $it! voters( Pro'ert# o$ners $ant a "ecrease as t!e# c%rrentl# 'rovi"e 60B of t!e cost of e"%catin+ e&as c!il"ren an" obvio%sl# man# $ant to be s%re t!eir mone# is sta#in+ in t!eir comm%nit# 0$!ic! it isn*t "%e to t!e c%rrent s!are-t!e-$ealt! s#stem1 0Sc!lomac! 41( Certain b%sinesses are claimin+ t!e# are 'a#in+ too !i+! a 'ercenta+e, 'artic%larl# t!ose in t!e retail sector $!en com'are" to t!e services sector 07ollo$a# 801( !ere are loo'!oles bein+ e&'loite" b# some b%sinesses to avoi" 'a#in+ t!e e&as <ranc!ise a& alto+et!er( S!o%l" t!ese com'anies be le+islate" bac- into t!e f%n"in+ fol",

6 t!e# $ill !ave incentive to !ave in'%t into t!e met!o"s b# $!ic! e&as s'en"s t!at ta& mone# on e"%cation( )n e&as, '%blic sc!ools are f%n"e" in 'art b# a combination of local 'ro'ert# ta&es an" t!e Permanent Sc!ool <%n" 0mone# collecte" b# t!e Ceneral /an" 5ffice base" on %se of '%blic lan"s1( Accor"in+ to t!e EA an" t!e state com'troller*s office, t!e ta&'a#ers of e&as are 'a#in+ more t!an D30 billion "ollars ann%all# to e"%cate t!e state*s '%blic sc!ool st%"ents 0 e&as Ann%al Pro'ert# a& 4e'ort - 20021( Man# state la$ma-ers, in accor"ance $it! t!eir constit%ent*s $is!es 0or t!eir o$n 'ersonal i"eolo+#1, !ave insiste" t!at e"%cation !ave some form of meas%rable acco%ntabilit# t!at is not s%b6ect to arbitrar# "ecisions( Consi"erin+ t!e investment, la$ma-ers an" $atc!"o+ +ro%'s !ave re'eate"l# 'romote" stan"ar"i,e" testin+ as an acco%ntabilit# meas%re t!at reveals clear in"icators of s%ccess an" fail%re( Since some sc!ool "istricts can ta' into a m%c! $ealt!ier ta& base t!an ot!ers, t!e state intervene" an" set %' a f%n"in+ form%la to !el' ens%re e2%ali,ation of s'en"in+ 'er '%'il 0 e&as E"%cation Polic# >i+est 81( !is is si+nificant beca%se sc!ool "istricts %se monies receive" in 'art to 're'are t!eir st%"ents for t!e stan"ar"i,e" tests( )f a sc!ool or "istrict re'eate"l# fails to ac!ieve "esirable res%lts on t!e e&ams, t!en t!e# m%st 0as 'er state an" fe"eral 'olic#1 s'en" mone# on 'rivate t%torin+ an" ot!er 'ro+rams 0incl%"in+ trans'ortation of st%"ents to ot!er sc!ools as 'er sc!ool c!oice o'tions1( )t can be a "o$n$ar" s'iral t!at can event%all# lea" to a sc!ool*s reassi+nment to 'rivate mana+ement or even clos%re 07%rs! 60E@ Miner 31( Poor 'erformance b# e"%cators in 're'arin+ st%"ents an" t!e s%bse2%ent scores of '%'ils on t!e state iss%e" stan"ar"i,e" test can "irectl# affect a '%blic sc!ool*s ver# e&istence( )t s!o%l" be note" t!at some local sc!ool "istricts ma# in fact $arrant s%c! action as

E t!ere are cases s!o$in+ $!ere s'ecific '%blic sc!ools an" "istricts !ave faile" to serve t!e nee"s of t!e st%"ents be it in testin+ 're'aration or in basic e"%cation nee"s 0Sc!lomac! 21( !ere is b# no means 'roof t!at 6%st beca%se a sc!ool is a '%blic instit%tion it $ill t!en serve t!e +reater +oo" a"e2%atel# 0Neill 51( Several factors !ave roles in t!e s%ccess or fail%re of a sc!oolF 'arental involvement, comm%nit# s%''ort, a"ministrative com'etence, in"ivi"%al teac!er 'erformance, an" financial means - to name a fe$( Anot!er secon"ar# iss%e involves st%"ents, t!e $a# t!e# are co%nte" an" $!et!er or not t!e# +ra"%ate from !i+! sc!ool or "ro' o%t "%e to t!e li-eli!oo" of failin+ a +ra"%ation-re2%ire" stan"ar"i,e" e&am or for ot!er reasons( As mentione" 'revio%sl#, t!e EA incl%"es more t!an 6%st stan"ar"i,e" test res%lts in t!eir tab%lation for sc!ool ratin+s( >ro' o%t ratios are one of t!e variables( !ose $!o are at a !i+!er ris- for "ro''in+ o%t or failin+ t!e re2%ire" +ra"%ation test are 're"ominantl# African-American, 7is'anic an" En+lis! as a secon" lan+%a+e st%"ents 0/i'man 51( 7o$ever, 'ro'onents of stan"ar"i,e" testin+ in e&as cite test res%lts t!at t!e# claim in"icate t!e c%rrent e"%cation 'olic# is re"%cin+ t!e e"%cation ac!ievement +a' 0 EA P4-81( !is is a 'oint of contention bet$een t!e t$o si"es( 5ne 0t!ose a+ainst testin+1 ar+%e t!at t!e narro$in+ of t!e e"%cation ac!ievement +a' is a s-e$e" realit# beca%se if a st%"ent "ro's-o%t 'rior to ta-in+ t!e final stan"ar"i,e" test, t!en t!ere is no score to tab%late into t!e e"%cation ac!ievement +a'( !%s, $!ile t!e +a' a''ears to be +ro$in+ smaller, it is in fact sta#in+ t!e same or $orsenin+ 0/i'man 51( Anot!er secon"ar# iss%e t!at involves st%"ents is $!et!er stan"ar"i,e" tests are fair in terms of learnin+ st#les( )t is a $ell "oc%mente" '!enomenon t!at learnin+ st#les "iffer from 'erson to 'erson( !ere are vis%al an" a%"itor# learners as $ell as tactile--inest!etic learners(

I Most learners %se a combination of t!ese st#les@ b%t ever# 'erson !as one 'rimar# mo"e 07ill 2E1( !ose $!o learn b# '!#sicall# "oin+ 0t!e tactile- -inest!etic learners1 are at a "isa"vanta+e in most stan"ar"i,e" tests 're'aration co%rses - t!at is %nless t!e st%"ent can overcome !isA!er "ominant mo"e 07ill 2G1( estin+ 'ro'onents ma# ar+%e t!at a st%"ent*s abilit# to a"o't an" 'erform $ell on t!is test is 'roof t!at t!e st%"ent can s%ccee" in t!e +lobal mar-et( Mean$!ile, e"%cators claim stan"ar"i,e" testin+ !as !a" a ne+ative im'act on t!eir 'rofession( Man# teac!ers $!o o''ose t!e c%rrent levels of stan"ar"i,e" testin+ claim t!at as a res%lt of t!e $ei+!t +iven to A?S res%lts, t!e foc%s of t!e state*s '%blic e"%cation s#stem !as s!ifte" from t!at of a learnin+ environment to one concentrate" almost entirel# on !i+!- sta-es testin+ 0CH 81( An a""itional si"e effect is an increase in 'a'er$or- t!at res%lts in less time $it! t!e st%"ents( !is is clearl# state" in Carlo 4icci*s researc! on t!e to'ic of stan"ar"i,e" testin+ an" >emocrac#( 4icci $rites, . !e teac!ers ) tal-e" $it! felt torn bet$een im'lementin+ $!at t!e# believe is +oo" 'e"a+o+# vers%s $!at t!e# believe is t!eir "%t# as a teac!er(. !is criticism labels test-base" c%rric%l%ms as limitin+ t!e creativit# of teac!ers as $ell as t!eir overall abilit# to connect $it! st%"ents( !is is also ill%strate" in Mont# Neill*s researc! of state e&am 2%alit# $!ere !e states t!at test-"riven reform "rives o%t t!e best teac!ers 0Neill 41, an" in Sac-s* boo$!ere !e cites an E"%cation Polic# st%"# t!at fo%n" onl# 3 'ercent of e"%cators t!o%+!t stan"ar"i,e" tests $ere +oo"( Some e"%cators claim t!eir free"om to teac! is !am'ere" b# t!e state- man"ate" c%rric%l%m, $!ic! is "esi+ne" to ai"e an" im'rove A?S scores 0)+le!art 81( !is .free"om to teac!. is a val%e( An a''roac! t!at creates a *coo-ie c%tter* mol" for teac!ers is li-el# to be met $it! !esitation an" resentment from e"%cators( )n an article b# Carlo 4icci, t!is 'oint is

G ill%strate"( 4icci e&'lains t!at a +ro%' of teac!ers in an 5ntario sc!ool $ere instr%cte" to no lon+er foc%s on t!e *$!at* to teac! an" 'ractice more "ili+ence in *!o$* to teac! so t!at t!e sc!ool*s st%"ents $o%l" be better 're'are" for stan"ar"i,e" e&ams 04icci 3431( 5''onents of testin+ ar+%e t!at t!is is 'recisel# t!e 'roblem in t!at e"%catin+ is no$ abo%t test ta-in+ an" not *real* learnin+ 0Neill 41(

Scope !e sco'e of t!is iss%e can be e&'an"e" to loo- at !o$ e&as com'etes in t!e +lobal mar-et'lace an" to t!e microcosm of !o$ an in"ivi"%al st%"ent $ill fair in an e"%cation s#stem $it! a !eav# em'!asis on stan"ar"i,e" testin+ an" acco%ntabilit# 07%rs! 92(60E1( P%blic e"%cation in e&as affects ever# resi"ent in one $a# or anot!er( Even if a resi"ent !as no c!il"ren an" $as not e"%cate" in e&as, some of t!e ta&es t!e# 'a# for 'ro'ert# in t%rn $ill 'a# for sc!ools( So literall#, ever#one !as a veste" interest in t!at e"%cation "ollars are s'ent effectivel#( 5n t!e lar+er scale, t!e 2%alit# of e"%cation 'rovi"e" to e&as* an" America*s #o%t! $ill "irectl# affect !o$ $ell t!e state an" t!e nation as a $!ole "evelo'( )f in fact stan"ar"i,e" testin+ is an assembl# line mo"e of e"%cation t!at instills com'liance an" ri+i"it# 0as some s%++est1 t!en a ma6orit# of e&as st%"ents $ill be assimilate" an" 're'are" for tas--"riven 'ositions in t!e $or-force( 7o$ever, if stan"ar"i,e" test base" c%rric%l%ms !el' in assessin+ s!ortcomin+s an" t!ereb# t!e resol%tion of t!ose 'roblems, t!en e&as $ill !ave a labor 'ool com'rise" of a "iverse 'o'%lation t!at !as benefite" from e"%cation e2%alit#( Assumptions

80 !e ass%m'tion ma"e b# stan"ar"i,e" testin+ a"vocates is t!at acco%ntabilit# is "esirable an" is best ac!ieve" t!ro%+! stan"ar"i,e" testin+( <act%al n%mbers free of an# arbitrar# meas%rements, s%c! as !%man 're'on"erance, +ive clear in"icators of "istrict, sc!ool, teac!er, an" st%"ent s%ccesses an" fail%res( !e# $o%l" sa# ta&'a#ers !ave a ri+!t to -no$ if t!e mone# t!e# are +ivin+ to '%blic e"%cation is bein+ $ell s'ent an" in t!eir o'inion, t!ese e&ams 'rovi"e clear insi+!t to t!at re+ar"( 5''onents of stan"ar"i,e" testin+ ma-e t!e ass%m'tion t!at 2%alifie" e"%cators can "o a better 6ob 're'arin+ e&as st%"ents for t!e f%t%re if t!e# are free" from t!e b%r"en of a test-la"en c%rric%l%m( !ere is also t!e ass%m'tion t!at concentration on test 're'aration an" o%tcome base" learnin+ stifles creativit# an" critical t!in-in+ 0Nic!ols an" Berliner 21( Central +overnance from t!e fe"eral an" state levels is t!e best $a# to "irect an a"e2%ate e"%cation is an ass%m'tion from several lea"in+ 'olic# ma-ers( Still, it is also an ass%m'tion to claim t!at local control of c%rric%l%ms 'rovi"es a better e"%cation $!ic! is 'romote" b# t!ose o''ose" to o%tcome base" learnin+ initiatives( !e c%rrent s#stem 'rovi"es *sameness(* !e 2%estion t!at nee"s ans$erin+ is $!et!er *sameness* in e"%cation is e2%ivalent to *fairness* an" t!e best 'ossible o%tcomes 04icci 3501( Anot!er ass%m'tion ma"e b# test a"vocates is t!at t!e testin+ $ill act%all# !el' overcome t!e e"%cation ac!ievement +a' b# +ivin+ t!e state an" fe"eral +overnment clear 'ict%res on $!ere to best foc%s reso%rces an" ener+# for im'rovement( 5''onents ass%me t!e e&act o''ositeF stan"ar"i,e" testin+ f%rt!er $i"ens t!e e"%cation ac!ievement +a', ca%ses e"%cational ine2%alit#, an" %n"ermines >emocrac# 07%rs! v(3 821( <inall#, t!ere is t!e ass%m'tion of motives( Some o''onents of t!e c%rrent c%rric%l%ms

88 believe t!at t!ere is a 'olitical a+en"a $or-in+ to brin+ 'rofit to e"%cation 0'rivati,ation1 an" some 'olic# ma-ers !ave less t!an a"mirable motives in min" $!en t!e# '%rs%e a s#stem t!at man# believe $ill res%lt in stan"ar"s t!at are %nattainable b# most '%blic sc!ools b# t!e #ear 2084 0Miner 21( History and ac!ground !e !istor# of stan"ar"i,e" testin+ can be trace" bac- to 8G08 if one is to consi"er )H tests, $!ic! $ere "evelo'e" an" %se" for '%'il assi+nment( )n 8G26 t!e Sc!olastic A'tit%"e est 0SA 1 $as %se" as a colle+e entrance e&am b%t it $asn*t %ntil 8G33 t!at a basic s-ills test $as %se" for assessment at t!e secon"ar# e"%cation levelF t!e )o$a est of Basic S-ills( Still, it $as not %ntil t!e 8G60-8GE0*s $!en stan"ar"i,e" testin+ for assessment +aine" a stron+ foot!ol"( Man# states be+an im'lementin+ t!em an" a national movement $as %n"er$a#( Political battles in =as!in+ton slo$e" t!e 'rocess( 7o$ever, Presi"ent B%s!*s No C!il" /eft Be!in" Act 0Jan(I, 20021 create" t!e c%rrent national stan"ar"i,e" testin+ environment( !e NC/B $as mo"ele" after reforms t!en-Covernor B%s! ma"e in e&as on an alrea"# e&istin+ stan"ar"i,e" e&am( Anot!er e&am'le of no$ Presi"ent Ceor+e =( B%s!*s 'olic# initiatives $as !is c!arter sc!ool efforts( Accor"in+ to t!e EA, .o'en enrollment in c!arter sc!ools $as establis!e" as an alternative to tra"itional '%blic e"%cation sc!ools( o"a#, e&as !as abo%t 8I5 o'eratin+ c!arter sc!ools t!at onl# !ave to com'l# $it! minim%m 'rovisions of t!e e"%cation co"e, b%t o'erate $it! state f%n"s an" 'rovi"e alternative met!o"s of instr%ction,. 0 EA 7istor# 5vervie$ 21( 5nce t!e +overnor became 'resi"ent, man# of t!e national 'olicies !ave been mo"ele" %'on e&as( B%s!*s NC/B an" call for centrali,e" control is similar to t!e e&as initiatives an" !as

82 +arnere" s%''ort from 'olic# ma-ers in i"eolo+ical a+reement $it! t!e ca%se( =it! re+ar" to state !istor# an" stan"ar"i,e" testin+, e&as sa$ its first stan"ar"i,e" test a"ministere" to a sam'le of !i+! sc!ool st%"ents in 8G6I( <rom t!ere, t!e names of t!e tests c!an+e" b%t stea"# 'ro+ress $as ma"e c%lminatin+ in t!e c%rrent e"%cation s#stem $it! $i"es'rea" testin+ an" t!oro%+! re+%lation( B%t t!e ori+ins of $!at e&ists to"a#, in terms of e2%alit#, acco%ntabilit# an" assessment be+an in t!e co%rtroom( Some of t!e follo$in+ c!ronolo+ical information is attrib%table to t!e EA $ebsite alon+ $it! a s%mmation of stan"ar"i,e" testin+ !istor# in e&as com'ile" b# >r( =alt 7ane#( )n 8GE8, a fe"eral co%rt fo%n" in favor of t!e 'laintiff in t!at t!e met!o" %se" to 'a# for e&as* '%blic sc!ools $as %nconstit%tional 04o"ri2%e, v( San Antonio )n"e'en"ent Sc!ool >istrict1( !e 'roblem $as t!at t!e sc!ool finance s#stem "iscriminate" a+ainst st%"ents livin+ in 'oor sc!ool "istricts 07ane# 2(81( !e "ecision "i" not !ave lon+evit# !o$ever as t!e ;nite" States S%'reme Co%rt overt%rne" t!e r%lin+ t$o #ears later( !is is similar to t!e sit%ation to"a# $it! a recent "istrict co%rt case motivatin+ t!e /e+islat%re to act on sc!ool finance an" 'ossibl# c!an+e t!e ta& co"e 0t!e recent state s%'reme co%rt*s "ecision calls for a c!an+e in sc!ool financin+ 0removin+ .4obin 7oo",. b# J%ne 8, 2006 or all e&as '%blic sc!ools $ill close(1 !e 8GE8 case res%lte" in t!e e&as /e+islat%re attem'tin+ to a""ress t!e $ealt! "iscre'ancies in t!e f%n"in+ of '%blic e"%cation( !ese efforts res%lte" in t!e 'assa+e of t!e E2%al E"%cation 5''ort%nit# Act in 8GEG( !e act man"ate" t!e state*s first testin+ 'ro+ram 07ane# 2(81( !e first test $as -no$n as ABS, t!e e&as Assessment of Basic S-ills( )t $as far "ifferent t!en $!at is !an"e" o%t to"a# 0 A?S1 an" came $it! no 'enalties for fail%re b# st%"ents or sc!ools( !is *s%rve#-t#'e assessment* $as in 'lace for five #ears 08GI0-8GI51(

83 !e ne&t si+nificant event in t!e timeline of stan"ar"i,e" testin+ an" t!e state of e&as occ%rre" in 8GI4( !is is $!en t!e first obvio%s s!ift a$a# from local control of e"%cation 'olic# occ%rre"( Covernor Mar- =!ite si+ne" 7o%se Bill E2 into la$( 7BE2 $as a s%bstantial e"%cation reform bill callin+ for e&tensive c!an+es to '%blic e"%cation, incl%"in+ mo"ifications to t!e state$i"e testin+( !ere $as a 'a# raise for teac!ers 0as $ell as a 'roficienc# e&am for e"%cators1, a met!o" to "istrib%te mone# to 'ro'ert#-'oor sc!ool "istricts an" instit%te" a state$i"e c%rric%l%m 0 EA 7istor# 5vervie$ 81( )t also set %niform 'assin+ 'ercenta+es for all secon"ar# e"%cation classes 0E0 'ercent1 an" '%t t!e .no 'ass, no 'la#. r%le into effect( !e c!an+es to t!e stan"ar"i,e" testin+ man"ate" in t!e ne$ la$ act%all# create" an entirel# ne$ assessment s#stem( !e e&as E"%cational Assessment of Minim%m S-ills or EAMS $as to be +iven to st%"ents in o"" n%mbere" +ra"es 08, 3, 5, E, G, 881( !is $as also si+nificant beca%se for t!e first time in e&as, !i+! sc!ool st%"ents co%l" not receive t!eir "i'lomas %nless t!e# 'asse" t!e .e&it level. EAMS test 07ane# 2(21 !e test $as a"ministere" in 5ctober of 8GI5 an" 'assin+ 'ercenta+e for t!e e&it-level test ta-ers $as res'ectable 0II 'ercent 'asse" t!e mat! 'ortion an" G8 'ercent 'asse" t!e En+lis! 'ortion1( !ose t!at "i"n*t 'ass on t!e first attem't for t!e most 'art, faire" $ell on a reta-e e&am t!e follo$in+ S'rin+ 0Ma# 8GI61( )n 8GG0, "%e to a ne$ state la$, e&as re'lace" t!e EAMS test $it! t!e e&as Assessment of Aca"emic S-ills 0 AAS1 04e'ort to t!e Com'troller 8(81( !is $as also t!e birt! of en"-of-co%rse e&ams( Accor"in+ to t!e EA, t!e '%r'ose of AAS $as to c!an+e t!e assessment from minim%m s-ills to aca"emic s-ills an" test !i+!er-or"er t!in-in+ s-ills an" 'roblem solvin+ abilit# 0 EA 81( 5bvio%sl# t!is $as a !ar"er e&am t!an EAMS an" t!e res%lts

84 reflecte" t!at( Accor"in+ to "ata 'resente" to t!e e&as Boar" of E"%cation in J%l# of 8GG0, if t!e stan"ar"s of 'assin+ $ere to be t!e same for AAS as t!e# $ere for EAMS, t!e 'assin+ rates of I0-G0 'ercent $o%l" be !i+!l# im'robable to ac!ieve( A more realistic 'ict%re $o%l" be 40-60 'ercent 'ass ratin+s $it! minorit# st%"ents 'ro6ecte" at a 2E-33 'ercent 'assin+ mar-( An im'ortant "ate !ere "eals less $it! testin+ an" entirel# $it! f%n"in+( !e state !a" been battlin+ la$s%its over its %ne2%al f%n"in+ met!o"s an" la$ma-ers trie" to create a met!o" t!at $o%l" 'ass 6%"icial m%ster( )n 8GG3, t!e so-calle" .4obin 7oo". 'lan $as create" $!ere 'ro'ert#-ric! sc!ool "istricts $o%l" s!are t!eir $ealt! $it! 'ro'ert#-'oor sc!ool "istricts( !is !as ca%se" m%c! animosit# an" $!ile it seems to !ave !el'e" 'oorer areas of t!e state - it is a ma6or factor in c%rrent state 'olitical "ebate( !e mone# is +enerate" from 'ro'ert# ta&es an" 'ro'ert# o$ners, for t!e most 'art, $o%l" li-e to see more of t!eir ta& reven%e sta# in t!eir comm%nit#( Mean$!ile, sc!ools are "ealin+ $it! an a''raisal ca' t!at 'revents t!em from +eneratin+ more mone# so '%blic e"%cation is at t!e merc# of t!e reven%es t!e# !ave available an" limite" b# $!at t!e# can -ee' $it! t!e 4obin 7oo" s#stem in 'lace( Mean$!ile, t!e AAS test $as not f%ll# im'lemente" %ntil 8GG4 $!en Ceor+e =( B%s! $as electe" as +overnor of e&as( A ma6or reform to t!e '%blic e"%cation in e&as !a''ene" s!ortl# t!ereafter( A com'lete over!a%l of e&as e"%cation co"e !a''ene" in 8GG5 0 EA1( Accor"in+ to t!e EA, t!e over!a%l !a" t!e follo$in+ effectsF stri''e" t!e e"%cation co"e of several state-man"ate" r%les@ ret%rne" more a%t!orit# to local sc!ool "istricts@ +ave t!e +overnor 'o$er to a''oint t!e commissioner@ +ave t!e State Boar" of E"%cation a%t!orit# to +rant o'enenrollment c!arter sc!ools, an" establis!e" t!e se'arate State Boar" for E"%cator Certification 0 EA1(

85 Anot!er si+nificant an" more recent event le" e&as to its c%rrent A?S test( !e e&as Assessment of ?no$le"+e an" S-ills $as im'lemente" in 2003 an" !as been at t!e core of c%rric%l%ms an" lesson 'lannin+ in t!is state ever since Even more recentl#, e&as la$ma-ers !ave been tr#in+ to "etermine !o$ best to im'rove '%blic e"%cation in t!e state - bot! in terms of test scores an" overall f%n"in+( 7o$ever, "isa+reements over incentive-base" teac!er 'a# 0$!ic! $o%l" !ave been "irectl# tie" to stan"ar"i,e" test res%lts1, ta& 'ro'osals, c!arter sc!ool an" 'rivate sc!ool vo%c!ers !as st#mie" 'ro+ress( !e /e+islat%re $as %nable to 'ass an# reform bill in recent m%lti'le s'ecial sessions( "arties and Arguments "roponents and Their #alues Stan"ar"i,e" testin+ is 'o'%lar amon+ man# ta&'a#ers, electe" officials an" cor'orations $it! interest in e"%cation beca%se of t!e meas%rable acco%ntabilit# it 'rovi"es 0AAP 8, P!el's I1( Pro'onents sa# stan"ar"i,e" tests level t!e 'la#in+ fiel" an" ma-e e"%cation more consistent from one sc!ool "istrict to t!e ne&t t!ereb# ens%rin+ no c!il" is "isa"vanta+e" base" on t!e color of t!eir s-in, or t!e income level of t!eir 'arents( !e 'arties com'risin+ t!e 'ro'onents are 'olic# ma-ers an" 'olitical 'la#ers, a fe$ a"ministrators an" teac!ers, t!e '%blic, an" even com'anies t!at create an" "istrib%te stan"ar"i,e" testin+ materials( )n"ivi"%al i"entification of re'resentatives from t!ese +ro%'s is necessar# to f%ll# $ei+! t!e iss%e( Be+innin+ $it! 'olic# ma-ers, if $e base s%''ort of stan"ar"i,e" testin+ on 'ast actions in le+islative efforts, $e are safe to ass%me t!at 'o$erf%l lea"ers at bot! t!e state an" national levels of +overnment s%''ort stan"ar"i,e" testin+( Presi"ent B%s!*s e"%cation reform e&'licitl# '%t stan"ar"i,e" testin+ as a main com'onent( At t!e state level, t!e lea"in+

86 4e'%blican $it! re+ar" to e"%cation bills in t!e e&as 7o%se, P%blic E"%cation Committee C!airman ?ent Cr%sen"orf, !as ma"e n%mero%s efforts to lin- stan"ar"i,e" test res%lts $it! teac!er bon%ses( So !ere a+ain, is consi"erable 'roof of s%''ort( Not onl# t!ese actions b%t t!e $ritin+s of t!ose closel# associate" $it! 'olic# ma-ers li-e Cr%sen"orf s%c! as B#ron Sc!lomac! 0 e&as P%blic Polic# <o%n"ation1 in"icate t!at not onl# is acco%ntabilit# a *m%st !ave* b%t t!at stan"ar"i,e" testin+ is t!e best $a# to 'rovi"e it( Cr%sen"orf is ai"e" in !is efforts b# fello$ 4e'%blican lea"ersF Covernor 4ic- Perr#, S'ea-er of t!e 7o%se om Cra""ic-, an" to a lesser e&tentF /ie%tenant Covernor >avi" >e$!%rst( A sli+!t to%c! of iron# is t!at, !istoricall#, 4e'%blicans !ave resiste" movements a$a# from local control, often c!oosin+ not to centrali,e "ecision-ma-in+ an" o'tin+ for .smaller. +overnment( Stan"ar"i,e" testin+ an" t!e s%bse2%ent similar c%rric%l%ms are controlle" from a .to' "o$n. 'ers'ective( E"%cation researc! $riter, 4ic!ar" P!el's e&'lains t!at $!ile t!is ma# seem o"", t!e +oal is not necessaril# bi++er +overnment an" centrali,e" control, b%t acco%ntabilit# 0P!el's 61( Still, 6%st beca%se a la$ma-er !as an *4* before t!eir name "oes not a%tomaticall# mean stan"ar"i,e" testin+ an" its c%rrent %se is s%''orte" b# all 4e'%blicans( !e "ilemma is t!at a nee" 0$!et!er real or 'erceive"1 e&ists to meas%re t!e stan"in+ an" 'ro+ress of e"%cation in America an" in e&as( Stan"ar"i,e" testin+ 'rovi"es t!is t#'e of "ata an" is val%e" as a barometer( =it! t!is %se an" a''roac! in min", t!e onl# sol%tion re2%ire" for stan"ar"i,e" testin+ is a contin%al revie$ of test materials an" a"ministration to ma-e s%re t!at assessments are as acc%rate as 'ossible( !e e"%cators an" a"ministrators $!o s%''ort stan"ar"i,e" testin+ see %sef%l information in t!e res%lts of t!e e&ams( A teac!er can ascertain $!at -no$le"+e an" to a certain e&tent, $!at

8E abilities s'ecific st%"ents alrea"# 'ossess( Accor"in+ to t!e Practical Assessment, 4esearc!, an" Eval%ation Jo%rnal, .test res%lts earl# in t!e sc!ool #ear can !el' t!e teac!er 'lan revie$ material an" i"entif# 'otential iss%es to be face"(. A""itionall#, t!e 6o%rnal sa#s testin+ can ai" in "ecisions abo%t +ro%'in+ st%"ents in t!e class an" 'ace of instr%ction to better !el' t!e st%"ents an" class as a $!ole reac! e"%cational ob6ectives( =!ile t!ere are a small 'ercenta+e of teac!ers in s%''ort of stan"ar"i,e" testin+, t!e same is not t!e case for a"ministrators( r%e, some ob6ect to t!e centrali,e" control of t!e c%rric%l%m b%t s%'erinten"ents li-e Pa%l 9allas of P!ila"el'!ia, PA, sa#s t!e information 'rovi"e" b# test res%lts is ver# %sef%l( !e "ata can !el' i"entif# teac!ers for 'romotions, retention or reme"ial trainin+( !e "ata can also be s!are" $it! local me"ia to inform t!e '%blic abo%t !o$ a sc!ool "istrict is 'erformin+ as a $!ole 09allas 51( 9ario%s '%blic s%rve#s abo%t t!e nee" an" contin%e" e&istence of stan"ar"i,e" testin+ in"icate a ma6orit# of t!e 'o'%lation s%''ort t!e conce't( Accor"in+ to 4ic!ar" P!el's, a reasonable estimate base" on a n%mber of s%rve#s $o%l" '%t '%blic a''roval of stan"ar"i,e" testin+ at E0 'ercent in favor, if not !i+!er 0P!el's 81( P!el's +oes on to sa# t!at t!e s%rve# res%lts "e'en" on lan+%a+e %se" b%t t!e s%''ort is 'artic%larl# !i+! $!en as-e" in t!e conte&t of $!et!er or not conse2%ences s!o%l" res%lt from testin+ scores( !e iss%e for t!e '%blic is reflecte" in t!e actions b# t!e 'olic# ma-ers - t!e# $ant acco%ntabilit#( a&'a#ers $ant to ma-e s%re t!at '%blic e"%cation s#stem is not onl# f%nctionin+ b%t e&cellin+( After all, it is t!e ta&'a#er*s mone# t!at is bein+ s'ent to e"%cate c!il"ren across t!e state( So $e are bro%+!t bac- to t!e val%e of acco%ntabilit# as $ell as t!e val%e of meas%rement( !e test res%lts 'rovi"e information allo$in+ com'arison at a m%ltit%"e of levels( St%"ents an" sc!ools can be 6%"+e" a+ainst eac! ot!er an" t!e state can meas%re itself a+ainst t!e

8I rest of t!e nation( !e '%blic*s s%''ort of t!e testin+ in"icates t!at t!e# believe t!e '%blic sc!ool s#stem is obli+ate" to s!o$ im'rovement an" meet stan"ar"s, ot!er$ise, t!e f%t%re of t!e $or-force $ill be 6eo'ar"i,e" an" t!e sc!ools $ill !ave $aste" t!e ta&'a#er*s "ollars( An" finall#, %n"er t!e !ea"in+ of stan"ar"i,e" test 'ro'onents it is reasonable to 'lace t!ose t!at ma-e t!e tests an" "istrib%te t!em or !ave an interest in s%''ortin+ t!is b%siness( !e Association of American P%blis!ers* est committee is a +oo" e&am'le of t!is 'ro'onent( !e committee re'resents t!ose in t!e b%siness of ma-in+ tests( !e# ar+%e, not on t!e +ro%n"s of b%siness enter'rise an" 'rofit, 0$!ic! is clearl# a factor1, b%t instea" on t!e merits of t!e ob6ective, reliable an" acc%rate manner in $!ic! stan"ar"i,e" tests 'rovi"e information allo$in+ for an anal#sis of sc!ool an" st%"ent 'erformance( =!en face" $it! t!e ar+%ments a+ainst stan"ar"i,e" testin+ incl%"in+F 8( 5%tcome-base" learnin+ narro$s t!e c%rric%l%m, 2( eac!in+ to t!e test restricts teac!er ca'abilities an" 3( Preferre" instr%ctional met!o"s are cast asi"e $!en stan"ar"i,e" testin+ ta-es s%c! a 'rominent role, t!is 'ro'onent ans$ers em'!aticall#( =it! re+ar" to t!e c%rric%l%m, t!e# ar+%e t!at $it!o%t t!e testin+ c%rric%l%m, a teac!er*s 'ersonal 'references can control classroom learnin+( !e committee claims t!at a teac!er*s arbitrar# "ecisions affectin+ content are not base" on '%blic in'%t or $!at*s necessaril# best for t!e c!il"ren( As far as teac!in+ to t!e test bein+ restrictive, t!e committee asserts t!at teac!ers .teac! to. somet!in+ an#$a# - be it a te&tboo- or some ot!er c%rric%l%m base" learnin+ so in t!eir e#es, t!is ar+%ment is n%ll as $ell( !e val%es "emonstrate" b# t!e testin+ in"%str# incl%"e acco%ntabilit#, t!eir o$n s%rvival, an" str%ct%re( !e conse2%ences in!erent in t!e 'osition of t!e in"%str# is t!at contin%in+ to %se o%tcome- base" learnin+ mo"els an" stan"ar"i,e" testin+ is t!e best $a# to

8G ac!ieve ob6ective meas%rement an" acco%ntabilit#( <%rt!ermore, ar+%ments a+ainst testin+ !ol" no vali"it# in t!at t!e# are arbitrar# in nat%re( !e 'ro'ose" 'olic#, li-e t!at of t!e above 'ro'onents is to contin%e t!e c%rrent co%rse an" ma-e minor mo"ifications as necessar#( $pponents and Their #alues 5''onents of stan"ar"i,e" testin+ !ave been st%"#in+ res%lts an" sraisin+ fla+s for man# #ears( !ere are 2%ite a fe$ at t!e sc!olarl# level - e"%cation researc! $riters an" some e"%cation researc! +ro%'s( Case in 'oint@ t!e E"%cation Polic# St%"ies /aborator# at Ari,ona State ;niversit# release" fin"in+s t!at ne+ate t!e benefits of stan"ar"i,e" testin+( !eir re'ort state", .!i+!-sta-es testin+ in e&as an" across t!e nation !as !a" little im'act on st%"ent ac!ievement an" is "is'ro'ortionatel# tar+etin+ minorit# st%"ents - as evi"ence" b# increase" retention an" "ro'o%t rates in man# states(. !ere is a 'let!ora of researc! t!at "emonstrates 'roblems, 2%estions t!e motives or 'olic# ma-ers an" reb%-es stan"ar"i,e" testin+ as "iscrimination( Most of t!e ar+%ments incl%"e to some e&tent, t!e stiflin+ of creative t!in-in+( 7o$ever, since it is "iffic%lt to meas%re an" assess t!is t#'e of learnin+ in an ob6ective fas!ion, t!e ar+%ment !as not ta-en !ol" $it! t!e '%blic or 'olic# ma-ers( )t is clear t!at t!e val%es 'resente" b# t!ese researc!ers an" e"%cation ent!%siasts incl%"e t!e fairness an" betterment of t!e e"%cation s#stem, t!e 'ros'erit# of #o%t! an" t!e val%e of %sef%l learnin+( =!ile t!e# are "ismisse" b# 'ro'onents of t!e more easil# acco%ntabilit# meas%rin+ s#stem alrea"# in 'lace, t!e# contin%e to insist t!at e"%cation is ta-in+ bac-$ar" ste's an" %nless a f%n"amental c!an+e in 'olic# is instit%te", more c!il"ren 0'artic%larl# minorities1 $ill be left be!in", not able to com'ete in t!e s#stem( !ose $!o o''ose testin+, t!%s far, !ave not ne+ate" t!e merits of strivin+ to ac!ieve in t!e +lobal mar-et'lace b%t "o ta-e iss%e

20 $it! $!at t#'e of '%blic e"%cation s#stem $ill lea" to t!e most s%ccessf%l o%tcome( Stan"ar"i,e" testin+-base" c%rric%l%m o''onents sa# "iversit# is a stren+t! an" e2%ali,in+ e"%cation to a level of sameness is not necessaril# a 'ositive move( So !ere, t!e val%e is "iversit# an" t!e benefits it brin+s to c%lt%re, b%siness an" life in +eneral( Some of t!e 'ro'ose" sol%tions incl%"e more researc!, removal of stan"ar"i,e" testin+ alto+et!er, an" a ma6or transformation of t!e tests to reflect "ifferent t#'es of learnin+, "ifferent levels of abilit# $it!in t!e same +ro%' of st%"ents an" critical t!in-in+ s-ills( Some of t!ese sol%tions 0$it! t!e e&ce'tion of removin+ tests alto+et!er1 co%l" contin%e to 'rovi"e 'erformance acco%ntabilit# $!ic! a''ears to be man"ator# for 'ro'onents an" at t!e same time alleviate ot!er concerns( eac!ers* +ro%'s, s%c! as t!e Association of e&as Professional E"%cators, !ave critici,e" t!e !i+! sta-es environment t!e tests create( A PE !as also 'itc!e" t!e i"ea t!at t!e A?S test s!o%l" be %se" as a benc!mar- e&am to see $!ere st%"ents are at a +iven 'oint in t!e sc!ool #ear b%t not as a "eterminant to +ra"%ation or 'assin+ to t!e ne&t +ra"e( Note, A PE !as not ta-en a '%blic stance callin+ for t!e com'lete "ismissal of stan"ar"i,e" testin+( )n fact, man# of t!e teac!er*s +ro%'s an" %nions in e&as !ave $elcome" acco%ntabilit#( !e ar+%ments come $!en teac!er 'a# is tie" to incentives s%c! as !o$ $ell a class "oes on a stan"ar"i,e" e&am( !ere are so man# variables incl%"in+ et!nic bac-+ro%n" t!at man# e"%cators !ave claime" t!e# $o%l" be at an %nfair "isa"vanta+e an" in or"er to ma&imi,e or even maintain t!eir income, t!e# $o%l" !ave consi"er movin+ to anot!er sc!ool or sc!ool "istrict t!at stoo" a better c!ance of scorin+ $ell on t!e e&ams( !is co%l" f%rt!er t!e 'roblem b# enco%ra+in+ +oo" e"%cators to leave sc!ools t!at !ave a !i+! 'ercenta+e of minorit# or lo$- income st%"ents( "osition Thesis and %ustification

28 Accor"in+ to ;tilitarianism, $e m%st $ei+! "ecisions base" on t!e+reater +oo" an" at t!e same time ens%re t!at t!ose "ecisions can stan" %' to in"ivi"%al 'rinci'les $it!in t!e normative et!ical t!eor#( )t $ill be %sef%l t!en to $ei+! t!e 'ositions an" val%es of 'ro'onents an" o''onents of stan"ar"i,e" testin+ in reac!in+ an" 6%stif#in+ a 'osition an" concl%sion as to $!at role stan"ar"i,e" testin+ s!o%l" 'la# in e&as* '%blic sc!ool s#stem( I& "roponents 'alues A& Accountability <or 'ro'onents, t!e "ominant val%e is acco%ntabilit#( 7o$ever, acco%ntabilit# is not e&cl%sivel# "efine"( )t can mean teac!ers are acco%ntable for t!eir $or-, sc!ools are acco%ntable for t!eir overall 'erformance, an" t!e state is acco%ntable for ens%rin+ t!at a !i+! 2%alit# level of e"%cation is bein+ 'rovi"e"( Stan"ar"i,e" testin+ an" its res%lts 'rovi"e t!is acco%ntabilit# tool for t!e ta&'a#ers, t!e state, an" even to t!e st%"ents t!emselves $!o are +%arantee" at least an a"e2%ate e"%cation in t!e e&as constit%tion( )n t!is re+ar", t!e acco%ntabilit# 'rovi"e" b# stan"ar"i,e" testin+ ma-es 'eo'le .!a''#. if t!e scores are +oo"( )t also serves t!e +reater +oo" to be a$are of 'roblems an" lac- of 'ro+ress so t!at reme"ies can be '%t in 'lace( 7o$ever, $!en sc!ools contin%e to !ave a lar+e n%mber of faile" tests an" receive ann%al ratin+s t!at are less t!an "esirable, c!ain reactions can occ%r res%ltin+ in vario%s si"e effects incl%"in+ t!e 'otential of lo$er 'ro'ert# val%es in t!e area aro%n" t!e sc!ool an" a !i+!er st%"ent "ro' o%t ratio( !e "o$n$ar" s'iral can res%lt in st%"ent 'otential bein+ stifle"( Be#on" t!e +reatest !a''iness 'rinci'le, t!ere is t!e 'rinci'le of non- interference( =it! re+ar" to acco%ntabilit#, non-interference $o%l" sti'%late t!at t!e state is 6%stifie" in forcin+ t!e sc!ool "istricts to ta-e corrective actions to im'rove scores( After all, non-interference means

22 onl# t!at societ# is not 6%stifie" in coercin+ be!avior t!at is sim'l# immoral or !armf%l onl# to t!e in"ivi"%al carr#in+ o%t t!e action( =e !ave establis!e" t!at e"%cation affects not onl# in"ivi"%als b%t t!e comm%nit#, state, an" even nation( !e 'rinci'le of conse2%ences in ;tilitarianism loo-s at t!e en" res%lt rat!er t!an t!e 'rocess( )f stan"ar"i,e" testin+ is 'rovi"in+ acco%ntabilit# an" acco%ntabilit# is .+oo". t!en t!e 'rocess is 6%stifie"( 7o$ever, t!is fails to ta-e into acco%nt t!e conse2%ences of t!e c!il"ren $!o "ro' o%t as a res%lt of not bein+ able to 'ass t!e stan"ar"i,e" test( )t also fails to alleviate t!e e&istin+ "iscre'ancies in t!e e"%cation ac!ievement +a'( !e overall conse2%ence of !avin+ t!is 'artic%lar acco%ntabilit# 'rovi"er in 'lace t!erefore is not easil# 6%stifiable( An" finall#, t!e benevolent s'ectator 'rinci'le re2%ires %s to $ei+! ever#one as bein+ e2%al - in terms of ri+!ts an" !a''iness( Some ar+%e t!at t!is +ives t!e ma6orit# control of an# iss%e in t!at eac! "ecision m%st be ma"e in accor"ance $it! ac!ievin+ t!e +reatest a++re+ate !a''iness( 7o$ever, a so%n" inter'retation co%l" be t!at if ever#one*s ri+!ts are e2%all# im'ortant, from a benevolent s'ectator*s 'ers'ective, #o% cannot tram'le t!e ri+!ts of an in"ivi"%al or "ismiss t!eir ri+!t to !a''iness $it!o%t also violatin+ t!e non-interference 'rinci'le( )n t!e sense of acco%ntabilit# an" stan"ar"i,e" testin+ %n"er t!e s%b!ea"in+ of t!e benevolent s'ectator, too man# st%"ents are bein+ in6%re"( 7ol"in+ sc!ools, teac!ers, an" st%"ents acco%ntable for learnin+ is noble on its face, b%t '%nis!in+ t!ose t!at are in a 're"etermine" 'osition of 'otential fail%re 0an" not of t!eir o$n "oin+1, violates t!is 'rinci'le in t!at all 'arties are not at an e2%al footin+ at t!e startin+ line( & (onsistent curricula and e)ual opportunity in education

23 P%blic sc!ools in e&as s!are a common +oal of 'erformin+ $ell on t!e A?S test 0at all levels1 an" t!e control of e"%cation 'olic# is bein+ "irecte" 'rimaril# at levels above t!e local sc!ool "istricts bot! len" to t!e creation of c%rric%la t!at are e&tremel# consistent from one sc!ool to t!e ne&t( !is +ives t!e a''earance t!at e"%cation o''ort%nities are e2%al bet$een sc!ools of vario%s et!ic an" socio-economic ma-e-%'s( !ese !ave been state" +oals of 'ro'onents an" $!ile a lar+e 'ercenta+e of t!e 'ro'onents 'robabl# believe t!e# are s%''ortin+ t!is a''roac! for t!e ri+!t reasons, t!ere are a fe$ t!at !ave veile" intentions for '%rs%in+ t!eir efforts( <or e&am'le, t!e e&as /e+islat%re !as seen no s!orta+e of attem'ts to 'rivati,e man# as'ects of '%blic e"%cation incl%"in+ entire sc!ools( B# %sin+ a s#stem t!at '%ts certain t#'es of st%"ents an" even entire sc!ools at a "isa"vanta+e, it is easier for t!e '%blic to acce't t!e i"ea t!at some 'arts of '%blic e"%cation are inefficient an" ri'e for c!an+e( !e s%bse2%ent 'rivati,ation is t!en m%c! easier to acce't as a 'ossible sol%tion( =!en $e !ol" %' t!e i"ea of a consistent c%rric%la an" e2%al o''ort%nit# in e"%cation to t!e ri+ors of t!e ;tilitarian 'rinci'les, it 'asses reso%n"in+l#( 7o$ever, $!en $e incor'orate 'rivati,ation !as a root ca%se an" effect t!en it falls s!ort( <or e&am'le, e2%al o''ort%nit# increases t!e +reater !a''iness, meets m%ster $it! conse2%ences, isn*t forcin+ in"ivi"%als in a societ# to conform for t!e sa-e of conformin+ 0non- interference1 an" is 'erfect for e2%al ri+!ts %n"er t!e benevolent s'ectator 'rinci'le( B%t $it! 'rivati,ation of failin+ sc!ools, t!en #o% !ave to consi"er 'rofit an" #o% also !ave to consi"er t!e ma6orit# of sc!ools t!at $o%l" become 'rivate %n"er t!e c%rrent form%las - t!at of lo$- income an" minorit#-ric! sc!ools an" "istricts( (& *ducation tools

24 7avin+ access to "ia+nostic information abo%t a st%"ent*s stren+t!s an" $ea-nesses +ives an e"%cator a better o''ort%nit# to !el' t!e st%"ent im'rove an" learn( Stan"ar"i,e" testin+ is bein+ %se" as an e"%cation tool, in fact it !as become t!e "ominant tool in e&as* '%blic sc!ools( =!en a st%"ent fails a 'ortion of t!e e&am, t!e# !ave t!e o''ort%nit# to ta-e a"vanta+e of a""itional t%torin+ t!at $ill !el' t!em reac! t!e re2%ire" level of 'roficienc#( B%t $!at if t!e t%torin+ is beneat! an a"e2%ate level: !ere are no +%arantees( !e +reatest !a''iness 'rinci'le %n"er ;tilitarianism !ol"s little ob6ection to t!e i"ea t!at a tool allo$in+ for t!e im'rovement of st%"ent 'roficienc# levels s!o%l" be %se"( !e +reatest +oo" is serve" $!en t!e state 'rovi"es e&cellent '%blic e"%cation services( 7o$ever, em'!asi,in+ stan"ar"i,e" testin+ too !eavil# an" c!an+in+ t!e c%rric%la to t!at e&tent, can lessen t!e overall e"%cation 'rovi"e"( !is means t!at lessons are +eare" more to$ar" memori,ation an" m%lti'le c!oice rat!er t!an !i+!er t!in-in+ s-ills - a "etriment to t!e f%t%re of e&as in t!e +lobal econom#( !e 'rinci'le of non-interference $o%l" re2%ire societ# to mo"if# t!e actions of in"ivi"%als onl# if t!e actions !arm someone ot!er t!an t!e in"ivi"%al carr#in+ o%t t!e action( So, $e m%st as- o%rselves $!o is bein+ in6%re" 0if an#one1 from t!e %se of stan"ar"i,e" tests as an e"%cation tool, from t!e a"ministration of t!e e&ams, t!e +ra"in+ of t!e e&ams, t!e ratin+ of t!e sc!ools, an" to t!e teac!in+ met!o"s %se" to 're'are st%"ents for t!e test( =e !ave alrea"# "iscovere" t!at man# 'ro'onents of stan"ar"i,e" testin+ believe in an# lesson 'lannin+ #o% are teac!in+ a c%rric%l%m an" $!et!er stan"ar"i,e" tests $ere t!e final c%lmination of t!e lessons or ot!er teac!er-$ritten testin+ materials - #o% are al$a#s teac!in+ to a test of some -in"( )n t!is re+ar", 'ro'onents $o%l" ar+%e t!at t!ere is no nee" to interfere beca%se ever# sc!ool "istrict in

25 e&as a"ministers t!e same e&ams an" s!o%l" be %sin+ similar met!o"s an" c%rric%la( B%t $!en $e loo- bac- at all t!e 2%estions of 'otential in6%r#, t!e one t!at seems to be t!e most serio%s is t!at of learnin+ s-ills ac2%ire" from teac!in+ st%"ents 'rimaril# !o$ to ta-e a test( )t $o%l" seem t!at interferin+ !ere an" e&'an"in+ t!e critical t!o%+!t e&'loration o''ort%nities $o%l" be a''ro'riate an" 6%stifie"( !e 'rinci'le of conse2%ences len"s itself to a+ree $it! 'ro'onents $it! re+ar" to %sin+ stan"ar"i,e" testin+ as an e"%cation tool( =!en #o% loo- at t!e en" res%lt rat!er t!an 'rocess #o% !ave to i+nore t!e met!o"s of teac!in+ to t!e test an" 6%st loo- at test res%lts as a $!ole( An" t!e facts s!o$ t!at t!e ma6orit# of e&as st%"ents 'ass t!e A?S e&am an" t!e ma6orit# of sc!ools receive !i+! ratin+s( !e benevolent s'ectator 'rinci'le also seems to favor t!e 'ro'onents on t!is s'ecific val%e 0%sin+ stan"ar"i,e" testin+ as an e"%cation tool1( Since it seems t!at t!e ma6orit# of t!e '%blic favors t!e acco%ntabilit# 'rovi"e" b# t!e stan"ar"i,e" tests, it len"s itself as a tool to at least a''earin+ to im'rove e"%cation in t!e state an" t!erefore increases t!e a++re+ate !a''iness $!ic! is a re2%irement for t!is 'rinci'le( 7o$ever, $it!in t!e benevolent s'ectator 'rinci'le, t!ere is t!e re2%irement t!at all in"ivi"%als !ave t!eir ri+!ts $ei+!e" e2%all# an" "e'en"in+ %'on t!e act%al "ama+es bein+ "one to minorit# st%"ents b# t!e stan"ar"i,e" tests from t!e o%tset of t!eir 'rimar# an" secon"ar# e"%cation careers, it*s t!erefore m%c! !ar"er to +ive blan-et a''roval 6%st for t!e sole reason of a++re+ate !a''iness( )f minorities are "ismisse" as an inconse2%ential n%mber $it! re+ar" to t!e total !a''iness ac!ieve", t!en it is reasonable to ass%me t!at t!e# are not bein+ $ei+!e" as e2%al 'artici'ants in t!e "ebate - $!ic! is contrar# to t!e benevolent s'ectator 'rinci'le(

26 II& $pponents 'alues A& (reati'e thin!ing+useful learning A 'rimar# ar+%ment for o''onents of stan"ar"i,e" testin+ is t!at t!e e"%cation !as become less abo%t e&'an"in+ t!e !ori,ons of st%"ents an" more abo%t t!e concentrate" foc%s on a s'ecific tas- - 'ass t!e A?S e&am( !e effect of t!e concentrate" c%rric%la ma# s!o$ im'rovement from #ear to #ear on t!e e&ams b%t t!at "oesn*t necessaril# mean an im'rovement in t!e 2%alit# of e"%cation( !e 2%estion t!at arises re+ar"in+ t!is val%e an" ;tilitarianism isF is a s!ift to teac!in+ more creative t!in-in+ in t!e best interest of t!e +reater +oo": 5''onents obvio%sl# claim t!at creative t!in-in+ ma-es t!e +reatest innovations for o%r $orl" an" ma-es t!e most sense to teac! if $e $ant to lea" t!e +lobal econom#( B%t, $!at st%"ents $ill be left be!in" $it! t!is t#'e of teac!in+Alearnin+: =ill $e not create t!e same socio- economic "ivi"e t!at $e !a" in e&as 'rior to t!e im'lementation of stan"ar"i,e" testin+-base" c%rric%la: !e ans$er !ere is an ass%m'tion( )n terms of t!e +reater +oo", $e can onl# !o'e t!at an# c!an+e to$ar" more critical t!o%+!t in o%r sc!ools $ill be +reete" $it! some !istorical 'ers'ective in or"er to 'revent a re+ression in o%r 'oorer an" minorit#- ric! sc!ool "istricts( ;n"er t!e 'rinci'le of non-interference, $e !ave to establis! t!at c%rrent s#stem is not 'ro"%cin+ sociall# "esirable res%lts( 5bvio%sl#, o''onents of stan"ar"i,e" testin+ are claimin+ e&actl# t!at( So, at least in t!eir o'inion t!e# are 6%stifie" %n"er t!is 'rinci'le of ;tilitarianism to call for c!an+e( !e 'rinci'le of conse2%ences leaves %s to as- abo%t t!e en" res%lt of e"%cation an" $ill t!e c!an+e to critical-t!o%+!t base" learnin+ rat!er t!an o%tcome-base" learnin+, be more

2E 'ro"%ctive as a conse2%ence to societ# at lar+e( 5nce a+ain, o''onents !ol" stea"fast in t!at critical t!o%+!t o'ens $in"o$s for innovation, e&'loration, an" s%ccess( <%rt!ermore, $it! e"%cators becomin+ more res'onsible for t!e 'assin+ or failin+ of st%"ents, a !%man to%c! can be bro%+!t as to $!o s!o%l" 'ass an" $!o s!o%l" re'eat a +ra"e( !is ma# or ma# not affect t!e "ro' o%t ratio( 7o$ever, it is 'res%mable t!at fe$er st%"ents $o%l" "ro' o%t of !i+! sc!ool if t!e# $eren*t face" $it! an en"-all be-all e&am t!at $as be#on" t!eir s-ill level( An" finall#, t!e benevolent s'ectator 'rinci'le $o%l" be a''ease" from t!e o''onent 'ers'ective beca%se 'rovi"in+ t!is t#'e of libert# in e"%cation $o%l" be beneficial to all st%"ents re+ar"less of race, or socio- economic 'osition( & ,ocal control and teacher freedom !e c%rrent s#stem of e"%cation in e&as is "riven from t!e state an" fe"eral level( Man# o''onents of stan"ar"i,e" testin+ $ant to see local sc!ools, "istricts, an" teac!ers !ave more control of t!eir c%rric%la( !is 'resents 'ositive an" ne+ative si"e effects in terms of ;tilitarian 'rinci'les( Creater !a''iness co%l" be ac!ieve" if st%"ents are more s%ccessf%l an" en+a+e" in t!e learnin+ 'rocess( A better e"%cate" comm%nit# $ill %n"o%bte"l# lea" to a better !i+!-en" $orforce an" create a ric! fiel" from $!ic! to select lea"ers in 'rivate an" '%blic en"eavors( 7o$ever, t!e same is not t!e case if local sc!ool "istricts, sc!ools, an" teac!ers are not s%ccessf%l if an" $!en t!e# are +iven t!e o''ort%nit# to e&ercise t!eir local control( !is co%l" !ave an e&tremel# "etrimental im'act on t!e f%t%re of t!is state( 7o$ever, to ass%me t!at $it!o%t state an" fe"eral +%i"elines, $e $o%l" fall flat, is a bi+ ass%m'tion an" belittlin+ to t!e teac!in+ 'rofession( e&as alrea"# !as a 'rett# strict 'olic# in terms of teac!er certification an" e"%cation

2I re2%irements( 4ecent actions b# t!e +overnor an" t!e le+islat%re !ave left t!e certification 'rocess $atere"- "o$n b%t nevert!eless, a '%blic sc!ool teac!er in e&as is still re2%ire" to s!o$ com'etent levels of abilit# an" intellect( /ocal control an" teac!er free"om is in-line $it! t!e 'rinci'le of non-interference in t!at societ# is not forcin+ t!e actions or be!avior of in"ivi"%als a+ainst t!eir $ill( 5ne of t!e 'rimar# reasons e"%cators sa# t!e# 2%it t!e 'rofession is beca%se of t!e lac- of control t!e# !ave in t!eir "a#-to-"a# f%nctions( )f t!e# are bein+ force" to teac! a test-base" c%rric%l%m t!at affor"s little to no e&'loration an" critical t!o%+!t, t!e# co%l" easil# be re'lace" b# test 'roctors - an" t!at is a 'roblem( eac!ers enter t!e 'rofession to teac!( 4et%rnin+ local control to t!e e"%cators an" sc!ool "istricts an" removin+ t!e interference of t!e state an" fe"eral +overnment from t!e classroom $o%l" be $arml# receive" b# o''onents of stan"ar"i,e" tests( !e benevolent s'ectator 'rinci'le bein+ met "e'en"s on $!at 2%alit# of e"%cation co%l" be "elivere" $it! an increase in local control( )n ot!er $or"s, it*s abo%t com'etenc#( )f t!e "istricts an" teac!ers are com'etent in t!eir c!osen line of $or-, t!en t!e ma6orit# s!o%l" benefit( )t is an im'ortant iss%e to a""ress es'eciall# consi"erin+ t!e ramifications of "ecreasin+ t!e 2%alit# of e"%cation in t!is state( 7o$ever, o''onents $o%l" "efinitel# ar+%e t!at local control "oes treat ever#one more fairl# an" co%l" im'rove e"%cation $!ic! $o%l" fall in line $it! t!e benevolent s'ectator 'rinci'le( (& Accountability J%st li-e 'ro'onents of stan"ar"i,e" testin+, o''onents also $ant acco%ntabilit# in '%blic e"%cation( 4emovin+ t!e to'-"o$n controls an" t!e o%tcome-base" learnin+ is not a call for anarc!#( !e 2%estion "oes arise !o$ever t!at $it!o%t t!e tests, $!at

2G meas%rements $o%l" be %se" to !ol" sc!ool "istricts, sc!ools, teac!ers, an" st%"ents acco%ntable: =it!o%t t!is information, it is more "iffic%lt to scr%tini,e t!is val%e %n"er t!e 'rinci'les of t!e normative et!ical t!eor#( 7o$ever, man# o''onents claim t!at t!e c%rrent s#stem of acco%ntabilit# can be mani'%late" an" t!e '%blic co%l" be 'resente" $it! n%mbers from test res%lts an" ratin+s from t!e state t!at aren*t tr%l# in"icative of $!at is !a''enin+ $it!in classroom $alls( !is lea"s to t!e case of t!e e&as miracle( =alt 7ane#, a Professor of E"%cation at Boston Colle+e, $rote a ste' b# ste' acco%nt of !o$ t!e 7o%ston )n"e'en"ent Sc!ool >istrict "o$n'la#e" an" !i" "ro' o%t n%mbers( Several African American st%"ents $ere act%all# enco%ra+e" to "ro' o%t b# a"ministrators an" ot!er sc!ool 'ersonal( )nstea" of t!e n%mbers bein+ re'orte" 'ro'erl#, *t!e boo-s $ere coo-e",* 0?imball 21( 7o%ston )S> re'orte" massive "ecreases in t!eir "ro' o%t rates an" $ere la%"e" nationall# as an e&am'le to follo$( Event%all# +ra"%ation n%mbers $ere "iscovere" s!o$in+ t!at a class $it! 8000 fres!men $o%l" +ra"%ate fo%r #ears later $it! 300 seniors( =!at 7o%ston )S> accom'lis!e" $it! t!is act $as im'rovement of t!eir EA ratin+ an" an increase in t!eir stan"ar"i,e" test scores 07ane# 51( =!en st%"ents become a meas%rin+ 'oint for acco%ntabilit#, s%ccess, an" fail%re, t!ose o''ose" to testin+ sa# it*s 'la%sible t!at "rastic, even if %net!ical, ste's $ill be ta-en as t!e# !ave in t!e 'ast an" not 6%st in e&as 0/e$in, Me"ina 81( 7o$ever, acco%ntabilit# 'ro'onents claim t!at centrali,e" +overnance can 'rovi"e oversi+!t necessar# in 'reventin+ c!eatin+ an" s-e$e" n%mbers( $'erallS!o%l" stan"ar"i,e" testin+ 'la# less of a role in t!e c%rric%la as $ell as t!e acco%ntabilit# meas%res for '%blic sc!ools, t!e li-eli!oo" of ac!ievin+ +reater !a''iness

30 increases( More st%"ents $o%l" sta# in sc!ool as t!e# $o%l"n*t be !el" bac- as often an" teac!ers $o%l" be +iven a +reater o''ort%nit# to %se t!eir abilities an" e"%cation to !el' t!e st%"ents avoi" 'oor 'erformance in t!e first 'lace( 5ne 'roblem is t!at a voi" $o%l" be create" in terms of %nbiase" information t!at $o%l" "emonstrate acco%ntabilit# so comm%nities co%l" feel 6%stifie" an" *!a''#* abo%t f%n"in+ t!e e"%cation 'rovi"e"( o alleviate t!is, t!e state an" local sc!ool "istricts co%l" $or- to+et!er to form in"e'en"ent revie$s an" re'orts abo%t eac! cam'%s( !e 'rinci'le of non-interference in ;tilitarianism a''lies to t!is "ilemma in t!at t!e im'lementation of t!e o%tcome-base" learnin+ c%rric%l%m an" reliance on stan"ar"i,e" testin+ is in6%rio%s to man# st%"ents an" societ# is $arrante" in ta-in+ action to 'revent t!is !arm( A?S is a"ministere" to all st%"ents in e&as an" t!e *in6%ries* of 'oor 'erformance are not necessaril# self-inflicte"( oo man# variables be#on" t!e control of t!e in"ivi"%al st%"ent an" teac!ers !ave 'roven to be correlate" effects, if not ca%ses, in t!e en" res%lt of t!e e&ams( !erefore, it is not an acc%rate assessment for all an" s!o%l" be treate" as s%c!( !e 'rinci'le of conse2%ences allo$s %s to loo- at t!e en" res%lt of an action $it!o%t $orr#in+ abo%t t!e 'ro'riet# of *intentions or met!o"s* of t!e act itself( So be#on" $!at test 'ro'onents claim in t!e 6%stification of t!e 'rocess, t!e en" res%lt of t!e most recent A?S test is not 6%stifiable( <ifteen 'ercent of African American st%"ents faile" at least some of t!e s%b6ects in t!e most recent A?S e&am, 84 'ercent of 7is'anic st%"ents e&'erience" similar fail%re an" five 'ercent of $!ite st%"ents faile" 0 EA, Ma# 20, 20051( =!ile t!e state 'resents t!ese n%mbers as an im'rovement over 'revio%s 'ercenta+es, t!e conse2%ences of t!e !i+!-sta-es testin+ %n"o%bte"l# !arms too man# st%"ents $!o ma# !ave ot!er$ise been more 'ro"%ctive for t!is state an" societ# in +eneral( !e f%rt!er conse2%ence of stan"ar"i,e" testin+ is t!at $it!o%t

38 'assin+, man# st%"ents "ro' o%t of sc!ool an" are left $it! ina"e2%ate tools an" cre"entials to be little more t!an menial $or-ers( Also, t!e '!enomenon of st%"ents "ro''in+ o%t 'rior to ta-in+ t!e e&ams is not calc%late" in t!e EA res%lts so t!e 'ercenta+es ma# be sli+!tl# $orse t!an $!at !as been 'resente" as fact( )n a""ressin+ t!e 'rinci'le of t!e benevolent s'ectator an" its a''lication to t!is 'roblem, $e are left to "etermine a "efinition for a++re+ate !a''iness( 5ne co%l" ar+%e t!at t!e ma6orit# is !a''# beca%se most $!ite st%"ents 'ass t!e e&ams an" are not in6%re" as m%c! as minorities( B%t %n"er t!is 'rinci'le $e m%st $ei+! ever#one*s !a''iness as e2%all# im'ortant an" t!erefore it is im'ossible to allo$ o%r c%rrent met!o"s of e"%cation to be "eeme" as s%ccessf%l or even a''ro'riate( eac!in+ to t!e test "oes not im'rove ever#one*s c!ances for s%ccess, !%rts far too man# 'eo'le, "oes not o'en $in"o$s of critical t!o%+!t, an" as man# researc!es 'oint o%t t!e one t!in+ test res%lts tr%l# meas%re is !o$ $ell a st%"ent ta-es stan"ar"i,e" tests( !erefore, stan"ar"i,e" testin+ s!o%l" 'la# a less si+nificant role in t!e e&as '%blic e"%cation s#stem beca%se in its c%rrent form it is inca'able of consi"erin+ !%man factors t!at merit consi"eration in a st%"ent*s overall abilities an" 'ro+ression( A""itionall#, socio-economic factors are reflecte" in test scores, ma-in+ in"ivi"%al teac!ers an" st%"ents acco%ntable in a ne+ative $a# base" solel# on $!ere an" !o$ t!e# live is et!icall# %n6%st( ?-82 e"%cation in e&as* '%blic sc!ools s!o%l" be a startin+ 'oint for st%"ents in t!e lifelon+ '%rs%it of -no$le"+e( B# e&'an"in+ min"s an" contrib%tin+ to t!e "evelo'ment of critical t!o%+!t, $e "o a service for t!e st%"ents as $ell as for o%rselves $it! re+ar" to o%r o$n f%t%re( 7o$ever, t!e c%rrent ri+oro%s testin+ of st%"ents an" t!e s%bse2%ent assessment of t!eir in"ivi"%al 'erformance on a *sna's!ot* basis establis!es an *intelli+ence* an" *'otential* labelin+ mec!anism t!at co%l" !ave inacc%rate

32 fin"in+s( !e inacc%racies 0st%"ents $it! 'otential labele" as "eficient1 $ill ca%se man# #o%n+ e&ans to be !el" bac- lea"in+ to more "ro' o%ts( !is $ill %n"o%bte"l# !%rt t!e state in t!e sense t!at $e $ill not !ave access to man# "evelo'e" min"s t!at $o%l" ot!er$ise be available for o%r %se in t!e +lobal mar-et'lace( !e cost of %nmet 'otential in an in"ivi"%al is li-el# m%c! +reater to a societ# t!an t!e cost of t!e efforts e&erte" to reali,e t!at 'otential( !e ma6orit# of st%"ents bein+ left be!in" as a res%lt of t!e stan"ar"i,e" test base" c%rric%l%m are African Americans an" 7is'anics( Seein+ as t!e 7is'anic 'o'%lation in e&as is e&'ecte" to o%tn%mber all ot!er races in t!e near f%t%re, it be!ooves ever#one to ta-e notice of $!at is !a''enin+ as a res%lt of o%tcome-base" learnin+( St%"ents of all races are not learnin+ to t!in- in a manner t!at $ill !el' t!em ac!ieve s%staine" s%ccess( (onclusion After consi"erable researc!, it a''ears in t!e best interests of e&as to re"%ce t!e role of stan"ar"i,e" testin+ in '%blic e"%cation( o %n"erstan" !o$ testin+ obtaine" its c%rrent role, $e nee" to loo- at $!# o%tcome-base" learnin+ became s%c! a man"ator# 'art of c%rric%l%ms !ere( 7istor# s!o$s %s t!at +reat "is'arities e&iste" bet$een t!e e"%cation of affl%ent st%"ents an" 'oor st%"ents, $!ite st%"ents an" minorit# st%"ents( /a$s%its claimin+ "iscrimination ma"e t!eir $a# t!ro%+! t!e co%rts an" e&as $as or"ere" to e2%ali,e e"%cation( !e 'erceive" sol%tion $as to a""ress f%n"in+ ine2%ities an" set in 'lace a meas%rin+ "evice so t!at sc!ools an" st%"ents co%l" be eval%ate" a+ainst eac! ot!er in !o'es to s'%r overall e2%alit# in e"%cation( =!ile t!is notion is certainl# la%"able, t!e res%ltin+ test-base" c%rric%l%ms !ave faile" to serve t!e +reater '%r'oses of e"%cation s%c! as critical t!o%+!t in -no$le"+e e&'loration( !e si+nificance of t!e iss%e is relate" to man# im'ortant areas of concern( 7o$ever, t!e

33 t$o most common an" often cite" incl%"e acco%ntabilit# for "ollars s'ent on e"%cation an" t!e 2%alit# of e"%cation 'rovi"e"( )t is "iffic%lt to 'lace blin" tr%st in an#t!in+, even teac!ers, beca%se inevitabl# t!e tr%st $ill be violate"( 7o$ever b# 'lacin+ a similar amo%nt of tr%st in a non-!%man entit# 0tests1 t!at $ill "etermine t!e f%t%re roles of c!il"ren in societ# is contra"ictor# to >emocrac# an" !armf%l to too man# members of t!e 'o'%lation( !e 'arties involve" in t!e controvers# s!o%l" not be labele" as +oo" vers%s evil( After caref%l anal#sis an ob6ective min" can %n"erstan" t!e actions an" "esires of bot!( Pro'onents of stan"ar"i,e" testin+ see a val%e in ne%tral anal#sis of st%"ent 'erformance $!ile t!ose o''osin+ testin+ ar+%e abo%t its "etriment to e"%cation in +eneral( !ere is !o$ever a 'ossibilit# t!at %lterior motives e&ist in 'romotin+ o%tcome base" learnin+( =e $o%l" be remiss if $e "i"n*t at least mention t!at b# establis!in+ man"ator# stan"ar"s an" 'enalties, it is 'la%sible t!at t!e stan"ar"s co%l" be intentionall# ma"e %nattainable for select +ro%'s an" t!e 'enalties enforce" co%l" res%lt in '%blic sc!ools becomin+ 'rivate - a clearl# "efine" ob6ective for several 'olic# ma-ers an" t!ose $it! infl%ence on 'olic# ma-ers 0<or" 221( 7o$ever, $e cannot base on o%r "ecisions on t!e $a# in $!ic! !i+! sta-es testin+ %se contin%es base" on a 'ossible motive t!erefore $e t%rn to t!e merits of t!e e&ams t!emselves an" t!e res%ltin+ c%rric%l%m( ;sin+ an et!ical a''roac!, $e can more clearl# see t!at stan"ar"i,e" tests "o not serve to better societ# or 'eo'le in e2%all# beneficial $a#s( !e im'lications of t!ese fin"in+s call for a c!an+e in t!e met!o" $e %se to meas%re o%r sc!ools an" st%"ents as $ell as t!e so%rce of control of e"%cation im'lementation( A beneficial 'ro'osal t!at co%l" be et!icall# 6%stifie" $o%l" be to eliminate t!e in"ivi"%al assessment of st%"ents b# $a# of stan"ar"i,e" e&ams( estin+ co%l" still be a"ministere" to a''ease t!e '%blic an" 'rovi"e acco%ntabilit# b%t rat!er t!an affectin+ t!e fate

34 of in"ivi"%al st%"ents, t!e sc!ools t!emselves $o%l" be meas%re"( !is 'resents t!e contin%in+ 'roblem of !eav# infl%ence of stan"ar"i,e" testin+ in t!e c%rric%l%ms( o overcome t!is, act%al test 're'aration s!o%l" be limite" to a s'ecific an" e&tremel# small 'ortion of t!e sc!ool #ear( A"mitte"l#, it is li-el# t!at t!e e"%cation ac!ievement +a' $o%l" not be narro$e" b# t!is so #et f%rt!er ste's s!o%l" be ta-en( B# allo$in+ local control of c%rric%l%m $it! some state oversi+!t can en!ance t!e in"ivi"%al e"%cation in eac! sc!ool "istrict( !is $o%l" re2%ire 'lacin+ tr%st in e"%cators to motivate st%"ents t!ro%+! critical t!o%+!t an" -no$le"+e e&'loration( oo often an" $it!o%t 'ro'er fact%al evi"ence, 'olic# ma-ers an" t!e +eneral '%blic !ave 2%estione" t!e abilities of '%blic e"%cators( E"%cational re2%irements 0s%c! as "e+rees1, an a"!ere" to certification 'rocess, an" re+%lar revie$s for all e"%cators co%l" !el' ma-e s%re t!at '%blic tr%st $as a''ro'riatel# 'lace"( <inall#, to ens%re t!at t!e best teac!ers are not %nevenl# "istrib%te" t!ro%+!o%t t!e state in a "iscriminator# fas!ion i(e( e&cl%sivel# in !i+!- income an" 're"ominantl# $!ite sc!ools, t!e state s!o%l" consi"er an o'tion to select teac!ers $it! 'roven s%ccess an" 'lace t!em for at least t$o #ears in a lo$ 'erformin+ sc!ool( !ese teac!ers $o%l" obvio%sl# !ave to be com'ensate" $it! incentives an" a lar+e n%mber of vol%nteers $o%l" be re2%ire" in or"er to not ma-e t!e t$o#ear service man"ator#( !is 'ro+ram, $!ile %n%s%al, $o%l" allo$ %s more clear insi+!t as to $!et!er t!e 'roblem $it! t!e e"%cation ac!ievement +a' is relate" to t!e 2%alit# of instr%ction or '%rel# socio-economic factors( )rre+ar"less, re"%cin+ t!e role of stan"ar"i,e" testin+ $ill -ee' more st%"ents in sc!ool an" allo$ for a better e"%cate" 'o'%lo%s(

35

Wor!s (ited AAP est Committee 0a for$ar"1( !e =ar on Stan"ar"i,e" estin+F ?ill t!e Messen+er b# 4ic!ar" P!el's( Piscata$a#, N(J(F ransaction P%blis!ers, 2003( 8( Amrein, A%"re# an" >avi" Berliner( .7i+!-Sta-es estin+, ;ncertaint#, an" St%"ent /earnin+(. E"%cation Polic# Anal#sis Arc!ives 80(8I( 0E0 'a+es1 2I Mar( 2002( K!tt'FAAe'aa(as%(e"%Ae'aaAv80n8IA Bo$man, Barbara( .C%lt%ral >iversit# an" Aca"emic Ac!ievement(. Nort! Central 4e+ional E"%cational /aborator# 0;rban E"%cation Mono+ra'! Series1( 0I 'a+es1 8GG4( K!tt'FAA$$$(ncrel(or+As"rsAareasAiss%esAe"%catrsAle0bo$(!tmL( .<air <%n"in+ for e&as Sc!ool C!il"ren(. e&as E"%cation Polic# >i+est Series( 2003( )nterc%lt%ral >evelo'ment 4esearc! Association( 25 5ct( 2005 K!tt'FAA$$$(i"ra(or+L( <or", Brian( . !e Si+nificance of C!arter Sc!ools an" t!e Privati,ation of Stan"ar"sF 7ol"in+ t!e =olf b# t!e Ears( Polic# <%t%res in E"%cation 3 020051F 86-2G(

36 7ane#, =alt( . !e M#t! of t!e e&as Miracle in E"%cation(. E"%cation Polic# Anal#sis Arc!ives( 9( 48 0828 'a+es1 8G A%+( 2000( K!tt'FAAe'aa(as%(e"%Ae'aaAvIn48A 7ill, Beverl#( ./earnin+ St#les an" Stan"ar"i,e" est ScoresF )s !ere a Connection:. >elta ?a''a Camma B%lletin 0S'rin+ 20051F 2E-30( . !e 7istor# of P%blic E"%cation in e&as(. e&as E"%cation A+enc# 83 J%l( 2004 K!tt'FAA$$$(tea(state(t&(%sAteaA!istor#overvie$(!tmlL( 7ollo$a#, Milton( .=ei+!in+ t!e >ifferenceF An Eval%ation of t!e ;ne2%al B%r"en of State a&es for e&as B%sinesses(. 4esearc! 4e'ort 020041( e&as P%blic Polic# <o%n"ation 0Ma# 20041(

7%rst, >avi"( M !e Cro$t! of 7i+! Sta-es estin+ in t!e ;SAF Acco%ntabilit#, Mar-ets, an" t!e >ecline in E"%cational E2%it#(N Britis! E"%cational 4esearc! Jo%rnal 38 020051F 605622( ---( .Neo-liberalism, Mar-ets an" Acco%ntabilit#F ransformin+ E"%cation an" ;n"erminin+ >emocrac# in t!e ;nite" States an" En+lan"(. Polic# <%t%res in E"%cation 3 020051F 385( ---( 7%rs!, >avi"( .;n"erminin+ >emocratic E"%cation in t!e ;SAF t!e Conse2%ences of Clobal Ca'italism an" Neo-liberal Policies for E"%cation Policies at t!e /ocal, State an" <e"eral /evels(. Polic# <%t%res in E"%cation 2 020041F 60E-620( Jost, ?ennet! .S!o%l" St%"ents Be este" Ann%all#:. CH 4esearc!er 88( 23 020 A'ril 20081F 30( ?imball, 4obert( .Blo$in+ t!e =!istle on t!e e&as Miracle(. 4et!in-in+ Sc!ools 5nline 0<all 20041F 3(

3E /acoste-Ca'%to, Jenn#( . e&as =or-in+ ;' Plan to Catc! A?S C!eaters(. San Antonio E&'ress-Ne$s 80 Jan( 2005F B8( /e$in, amar an" Jennifer Me"ina( . o C%t <ail%re 4ate, Sc!ools S!e" St%"ents(. Ne$ 3orimes 38 J%l# 2003F 83( /i'man, Pa%line( .B%s!*s E"%cation Plan, Clobali,ation, an" t!e Politics of 4ace(. C%lt%ral /o+ic 4(8 0 20001F 8E( Minor, Barbara( MSee" Mone# for Conservatives(N 4et!in-in+ Sc!ools 5nline 8I(4 0S%mmer 20041F 8-5( Neill, Mont# .State E&ams <l%n- est of H%alit#(. <air est(or+ 020051F G Se' 6, 2005 K!tt'FAA$$$(fairtest(or+AarnAstateOe&amsOfl%n-OtestOofO2%alit#(!tmlL( Nic!ols, S!aron an" >avi" Berliner( . !e )nevitable Corr%'tion of )n"icators an" E"%cators !ro%+! 7i+!-Sta-es estin+(. E"%cation Polic# St%"ies /aborator# 0Mar( 20051F 24( .G8 'ercent of seniors 'ass A?S@ state 'erformance %' overall(. e&as E"%cation A+enc# 0'ress release1 20 Ma# 2005F 6( P!el's, 4ic!ar"( .E"%cational estin+ Polic#(. 28 <eb( 2005( K!tt'FAA$$$('olitic(or+(L ---( !e =ar on Stan"ar"i,e" estin+F ?ill t!e Messen+er( Piscata$a#, N(J(F ransaction P%blis!ers, 2003( 4icci, Carlo( . !e Case A+ainst Stan"ar"i,e" estin+ an" t!e Call for a 4evitali,ation of >emocrac#(. !e 4evie$ of E"%cation, Pe"a+o+# an" C%lt%ral St%"ies 26 020041F 33G368( Sac-s, Peter( Stan"ar"i,e" Min"sF !e 7i+! Price of America*s estin+ C%lt%re an" =!at =e Can >o to C!an+e )t( Cambri"+e, MassF Pers%s Boo-s, 2000(

3I Sc!lomac!, B#ron( .An E"%cation Mono'ol#F !e Calc%lable Cost to e&as(. Polic# Pers'ective 020051( e&as P%blic Polic# <o%n"ation( 25 Jan( 2005( 9allas, Pa%l( .9allas Sets t!e Pace(. >istrict A"ministration Ma+a,ine 0Nov 20051F 8-6(