This commentary is by Alexia Venafra of Waterbury, a mom, public servant, social justice and mental health advocate, and member of the Waterbury Area Anti-Racism Coalition.
You may know that standardized tests are biased against many children of color, English language learners, children with disabilities, and youth in low-income households.
But did you know that from the onset, the tests were designed intentionally by a eugenicist to maintain white supremacy? Here’s a quick recap of the racist roots of standardized testing/
As a result of the eugenics movement, standardized testing swept the nation in the 1920s and continues to be common practice throughout grade school and for college admissions. In fact, according to www.fairtest.org:
- Today, the average student takes 112 tests between kindergarten and 12th grade, stealing precious time that could be used for in-depth, engaging learning that focuses the needs of the students.
- These tests are biased and frequently used in ways that do not reflect the abilities of students of color, English language learners, children with disabilities, and low-income youth. Also, many others with test anxiety do not test well.
- These tests do not measure creativity, critical thinking, collaboration, leadership or empathy.
- Many schools narrow their focus to the tested subjects of math and reading while other important subjects are sidelined.
Fast-forward to today in Vermont, after the most challenging year our kids and teachers have faced in our collective memory due to the pandemic. The Vermont Agency of Education is going forward with full standardized test administration, without allowing districts, schools and students to opt out, even though:
1. The federal government has acknowledged that tests will have even more validity problems than usual this year and has invited states to waive requirements from accountability (punishing schools) and from the 95% participation rate required in past years.
2. The Vermont Agency of Education previously asked the federal government not to require testing this year after publicly acknowledging that the data from this year will not be useful because students who are virtual are unlikely to come to school just take the test.
3. A number of states have created testing plans that reduce the burden of testing by giving tests only to a small sample, or making standardized tests optional for schools.
4. Vermont could have created a waiver request that reduces the testing burden like other states have done.
5. Vermont’s mental health commissioner reported Feb. 26 that reports of anxiety in young adults ages 18 to 25 have increased significantly, and about 70% of youth reported that the pandemic made their anxiety/worry, mood or loneliness worse.
Please take action now to protect the mental health and well-being of all our children:
— Share this post with your networks and on social media.
— Write a public comment to the Vermont Agency of Education about the waiver request, urging that the burden of standardized testing be reduced by April 29 at 4:30 p.m. Here are some tips and a template.
— Attend an online informational session on Wednesday, April 21, from 7 to 8 p.m. about why and how families and students should opt out of standardized testing this spring, hosted the Waterbury Area Anti-Racism Coalition. To register for the session and/or access to the recording and materials, please use this link.
As Maya Angelou so wisely said, “Do the best you can until you know better. Then when you know better, do better.” Please help us do better by our children.
Help us get halfway to our Spring Drive goal. When we reach 1,5000 members, we will unlock a $10,000 match, plus 1,500 Vermont kids get a new book!
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April 18, 2021 at 10:05PM
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Alexia Venefra: Standardized testing’s racist origins and its impact on children - vtdigger.org
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