Essay On Standardized Testing In Schools

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“Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” - Albert Einstein.
There has been a debate in the past about the effectiveness of high-stakes testing in public schools. Numerous studies have been conducted to determine the tests’ effects on students. One thing is certain, though. The recent, massive influx of standardized, high-stakes exams has changed a multitude of aspects of the education system.
Since the first time they were used in the United States in the mid-1800s, the use of standardized tests has skyrocketed (ProCon). I am almost sure that when Horace Mann and Samuel Gridley Howe introduced them to the Boston school system, they could not have
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Children as early as elementary schools may experience these feelings, especially when, “they see unknown adults as controlling the administration and consequences of the standardized tests they are required to take.” (NCTE 2.)

“Struggling students who are forced to repeatedly take normed tests (which are designed to fail a certain portion of test-takers) begin to believe they are “bad” or “worthless” students who cannot succeed in school.” (Valerie Strauss).
The Gesell Institute of Human Development completed in October of 2010 concluded that children as early as PreK feel like failures due to the increased emphasis on testing (ProCon.) There was also a survey conducted by the National Education Association that supports this. Tim Walker reported that the survey found that, “forty-two percent of the surveyed teachers reported that the emphasis on improving standardized test scores had a negative impact on their classroom, while only 15 percent said the impact was positive.” As a future Business Management major, I like to look at numbers as evidence of something being a success or a failure. With numbers like these, one has to think seriously if standardized tests and laws like No Child Left Behind are a success or
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