Note: This column appeared in the April 22, 2015 edition of the Barrow Journal.
Next year, my son will be in the third grade, and as is required by the state of Georgia for homeschoolers, he will need to be tested at the end of that year in his academic studies. I have to use a nationally standardized test, but I can administer it in my home, and we keep the results for our own files. This is fine with me. It’ll be good to see where my son is at and what areas he may need help in.
Earlier this year I decided to buy a 2nd grade test prep book – not so much to prepare my son for what he needs to know on the test but to teach him how to take a test. I didn’t want to make him sit down and face those test sheets and “fill in the bubble” scantron without ever seeing them before. Our practice test workbook also comes with some test-taking tips, and those have been helpful too.
As I go through the book with my son, I’m grateful to see how easily he reads the questions and answers the questions. It certainly gives me peace of mind that he’s doing fine. But I’m glad that this is just a small piece of our day too. Although I go over the few things he doesn’t know, he is not learning much by practicing test taking.
I am also looking at the comprehensive tests – the reading section alone is almost fifteen pages long – and thinking about how much time my son will have to sit in one place to complete that. Even if I read the parts that are “listening,” it will be hard for him to sit still and concentrate for that long. It’s not that he can’t sit still – he can spend eight hours putting together complicated Lego kits, but reading short passages or “stories” he is not interested in is not going to reveal his ability to sit and concentrate. But maybe by the end of next year, it will be easier for him.
I do not let my kids do anything they want. I do formal lessons with them, but I also follow their interests and figure out what works for them because that’s the best way to learn. Every child should have an education tailored to his or her needs and interests. When it comes to doing the things they don’t want to do, I believe in going slow, letting maturity and a little practice ease them into doing the harder stuff like sitting still for long periods of time to take a test.
Because of this, I am very skeptical about standardized testing for young kids. I don’t see how those tests given in the public schools can measure a child’s true abilities or knowledge. I have seen my own son miss questions that he could have easily gotten correct only because he was getting tired. I was pushing him too hard. Luckily for us, I can slow down when I realize I’m going too fast for my son, but school kids are being pushed to learn things before they are ready for it just to pass tests.
Young children should not be required to do things they are not yet developmentally ready for. I have read about several studies saying that children learn best through play. It improves their executive function, which is a fancy term for certain cognitive processes such as an ability to work independently. The latest article I read was in the Washington Post titled, “Report debunks ‘earlier is better’ academic instruction for young children.” It says that the best early preschool programs “focus on social, emotional and intellectual goals rather than narrow academic goals.”
Some children learn how to read early. Others aren’t ready until seven or eight. Some children can sit still for long periods; others (often the boys) cannot. Some children need to learn through movement; others learn better by listening or seeing. When I was young I had to keep moving forward in math even when I didn’t get it. I did well enough to pass, but I’ve always dubbed myself as “bad at math.” What if someone had just taught it to me differently? And waited until I got a concept before moving on, even if that meant waiting a year?
I’m not the only one who feels this way. I am seeing complaints by teachers, who are not getting a chance to truly teach because of the push to “teach to the test.” There was that Ohio special education teacher who gave a shocking resignation right after winning a big teaching award. She was reported to have said, “I can’t do it anymore, not in this ‘drill ‘em and kill ‘em’ atmosphere. I don’t think anyone understands that in this environment, if your child cannot quickly grasp material, study like a robot and pass all of these tests, they will not survive.”
Recently I interviewed a former teacher from Massachusetts for home / school / life magazine. (Spring 2015 issue.) She left the profession to homeschool her daughters, and when I asked her why she decided to homeschool, she said, “From being an education major (I graduated in 1999) to leaving the profession to have my daughter (in July 2006), so much had changed. The focus had shifted from teachable moments to teaching to the test (in a big, big way). As an educator my philosophy of education did not jive with what was taking place in our country’s schools, and I knew that it would be hypocritical for the girls to be part of a system that I did not agree with.”
This makes me understand why many parents are opting out of traditional school right now. There are about 2.2 million homeschooled students in the United States, and it is estimated that homeschooling is growing from 2-8% per year. That may not sound like much in the big scheme of things, but many parents ask me about homeschooling and tell me they are considering it among other options. When you see your child begin to hate learning, it is something to consider. Education should be about exploration and inquiry. Not cramming for tests.