Support for New York State Testing Program
A letter
to Senator John R. Kuhl, Jr. from William F. Allyn, Robert B. Catell and
R. Carlos Carballada, reaffirming business's support for tough education
standards and tests based on them. The same letter was sent to Assemblyman
Steven Sanders.
May 30, 2001
The Honorable John R. Kuhl, Jr.
Chairman, Senate Education Committee
Room 310
Legislative Office Building
Albany, New York 12247
Dear Senator
Kuhl:
RE: New
York State Testing Program
It’s
a rare pupil who really likes to take a test in school. So it’s no
surprise that a small group of educators who are resisting clear standards
in our schools are now managing to stir up some protests against New York
State’s standardized tests.
But it is
extremely important that we stand behind our standards, and the tests
that back them up.
New York
State’s testing program includes the Regents’ exams required
for high-school graduation, plus tests in the earlier years—fourth
and eighth grades—that are needed to identify students (and schools)
who are falling behind. This program is not onerous or excessive.
Nor does
it stifle creativity. New York’s tests measure important skills and
broad knowledge, rather than narrow topics that require rote memorization.
There is no way of “teaching to” these tests without giving
pupils a good education in the process. Without doubt, there are many
fine school districts in New York State whose programs go far beyond what
is covered in these tests. But their pupils can (and do) handle the state’s
tests in stride.
Someone should
remind those who protest the testing program that the schools themselves
have made uniform testing a necessity. They have failed over many years
to adopt and stick to high standards of their own. They have been turning
out tens of thousands of high school “graduates” who lack even
basic skills—and everybody knows it.
In Monroe
County—one hotbed of protests claiming the tests are unnecessary—20
percent of the high-school graduates who enter the local community college
must immediately be placed in a “developmental” (remedial) English
course. We need uniform, minimum standards—because too many schools
have had no standards.
As a taxpayer,
I would also note that many schools seem to just love standardized tests—except
when tests are required by the state, with results reported publicly.
Districts buy and administer other standardized tests by the truckload.
A single testing firm, CTB/McGraw Hill reports that about 70 percent of
New York State school districts buy its tests every year. A typical district
administers these commercially prepared tests, not a single one of which
is required by (or reported to) the state, in the 3rd, 5th, 6th, and 7th
grades. Pupils and parents who are concerned about the amount of time
devoted to testing need to ask just how much of that time is on state-required
tests.
Does every
student in every district really need to be tested? Unfortunately, this
is the only way to ensure that no school is allowed to backslide into
the former practice of pushing out “graduates” who had not been
given a real education.
Finally,
it is clear that New York’s higher standards, and the tests that
stand behind them, are working. This year The Business Council began giving
“Pathfinder Awards” to elementary schools that are showing rapid
improvement. In studying the 27 winners, we found that all of them were
using test data to identify weaknesses and upgrade their programs. The
tests weren’t a burden to the pupils; they were the key to a better
education.
Like them
or not, we need tests to ensure that our kids are getting the education
they deserve — and that we taxpayers are paying for.
Sincerely,
William
F. Allyn Robert B. Catell R. Carlos Carballada
Chairman Vice Chairman Chairman, Education Committee
Chairman and CEO, Chairman and CEO, Chairman, Rochester Fund
Welch Allyn KeySpan M&T Charitable Foundation
Ventures, LLC
Copy to
Governor Pataki, Commissioner Mills, Board of Regents, Speaker Silver
and Members of the Senate Education Committee
