In Gratitude to Educators

 To the Editor:

In regard to last week’s article, “Mom Believes Parents Are Left Behind In Testing Decisions,” I would like to take this opportunity to express my gratitude to a few of the sources identified who have supported me in my pursuit of answers regarding the constitutionality of NCLB [No Child Left Behind].

First, I would like to thank my son’s third grade teacher, an excellent educator. It was her knowledge of my son as an individual, which enabled her to recognize his needs and guide him through the stress of the test preparation. Secondly, the principal of my son’s school, who before responding to my request for support, contacted the State Department of Education for guidance as to what options were available to me as a parent…this was above and beyond what was necessary. Finally, the assistant superintendent of schools, whose compassion guided all of us in strategies that could support my child, and others, if they began to exhibit anxiety related to the testing situation.

While words may reflect one’s intrinsic beliefs, actions do speak louder than words. There are schools in our state and in our country that immerse students in test preparations. In elementary schools as well as upper levels, student help sessions are offered before and after school, or during recess a few weeks before the standardized tests are administered. Such intense preparation causes me, as a parent, to pause and ask what unspoken message is being sent our children.

Research by specialists concludes that standardized test results are not a valid reflection of individual student ability, as they are easily influenced by a myriad of factors: age, anxiety level, developmental level of child, developmental appropriateness of the task, and energy level to name a few.

 Dr Betsy Gunzelmann also addressed the anxiety standardized testing produced in educators. Educators recognize the limitations of standardized tests and it is in conflict with authentic educational philosophies and developmental models. There is a shared sense among educators that they are not only betraying their ideologies, but in effect, their students. The stress is not due to the fact, as suggested by some, that teachers are suddenly being held “accountable” for their instruction…teachers have always been accountable.

Other than family, there will never be a more influential group of people who enter the lives of our children than those who have dedicated themselves to the profession of education. They are bound by law to administer mandated tests. It is the rigidity of the law that binds the hands of our educators, who are passionate learners and compassionate individuals. As much as it is our right as parents to advocate on behalf of our children, it is our responsibility as parents to demonstrate our faith in our educators by requesting they be released from these mandates and permitted to take a more active role in defining the assessment tools used to evaluate our children. They are the professionals.

Respectfully,

Karen C. Pierce

10 Chestnut Hill Road, Sandy Hook                            March 7, 2006