Statewide Tests

What is the Purpose of Statewide Tests?

Statewide tests are used for educational planning, to evaluate instructional programs, and to measure student progress. They are also used for accountability, to make sure schools are delivering on their promise to teach students what they need to know. When students are held accountable for test results, they may need to earn certain scores in order to move to the next grade or to graduate from high school. If they do not pass the test, they may be required to attend summer school or they may be denied a high school diploma. When teachers and schools are held accountable for test results, financial rewards or school recognition may be earned for high scores. When schools fail to show sufficient progress on the state's academic content standards, they may be subject to penalties, such as losing their accreditation, or teachers and principals may lose their jobs. When important outcomes, such as high school graduation or school accreditation, depend on test scores, the tests are referred to as high-stakes tests. Tests can have high stakes for students, for teachers, and for entire schools and school districts.

What Do Statewide Tests Measure?

The NCLB Act requires statewide tests to measure academic content standards that apply to all schools and all students. These standards must be challenging and encourage the teaching of advanced skills. To measure these standards, tests must be aligned, which means that they correspond to the standards. If the tests do not match what students are taught, they will not measure what students are learning and will not be sensitive to growth in student knowledge.

Which Students are Tested?

The NCLB Act calls for all children to be included in testing. This law follows the lead of the Individuals With Disabilities Education Act of 1997, which requires that all children with disabilities be tested, no matter how severe their disabilities. Previously some of these children were exempted from testing. However, when students are excluded from testing, there is no way to know if they are making progress.

A similar argument holds for students with limited knowledge of English. They may be exempted from testing in English for a specified period of time, but after that they must be included. This way, schools are responsible for teaching them English as well as important subject material.

Do all Students Take the Same Tests?

For students with disabilities who cannot take the regular tests, an alternate assessment must be [Page 532]provided to measure their learning. Alternate assessments can take many forms and they vary from state to state. For other children, accommodations are necessary in order for the tests to be fair. For example, glasses are an accommodation for children who do not see well. Some Children who have problems paying attention to task might need extra time or require a quiet setting in order to concentrate.

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