Quinn Mulholland of the Harvard Political Review examined the issues surrounding annual mandated testing, interviewed leading figures on both sides, and concluded that the exams are overkill. They cost too much, they narrow the curriculum, they take too many hours, they distort the purpose of education.
Given all of these problems with standardized testing, it seems that the civil rights issue is too much testing, not too little. Instead of forcing low-income schools to spend millions of dollars and countless hours of class time preparing for and administering standardized tests that only serve to prove, oftentimes inaccurately, what we already know about the achievement gap, we should use those resources to expand programs in the arts and humanities, to provide incentive pay to attract teachers to areas where they are needed most, and to decrease class sizes, all things that could actually make a difference for disadvantaged students.
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