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Teachers are engaged in practices like these because they are pressured and afraid, not because they think the assessments are educationally sound. Their principals are pressured and nervous about their own scores and the school’s scores. Guaranteed, every child in the class feels that pressure and trepidation as well.

I am troubled that a company that has a multi-million dollar contract to create tests for the state should also be able to profit from producing test prep materials. I am even more deeply troubled that this wonderful little girl, whom I have known since she was born, is being subject to this distortion of what her primary education should be.

Parents can expect that the other three will be neglected as teachers frantically try to prepare students for the difficult and high-stakes tests.

Real learning occurs in the mind of the learner when she makes connections with prior learning, makes meaning, and retains that knowledge in order to create additional meaning from new information.  In short, with tests we see traces of learning, not learning itself.

They see data, not children. 

Data should be used as a strategy for improvement, not for accountability

A fool with a tool is still a fool.  A fool with a powerful tool is a dangerous fool.

Testing had become not just a way to measure student learning, but an end in itself.