Opting Out of Opting Out

Shannon Sevier, our National PTA Vice President for Advocacy, wrote this fabulous op ed that truly spoke to many of us earlier this year. We have parents, teachers, and even some business leaders scared to say that they support testing data and want this information. Certainly, there are factors that a parent may face that lead them to believe that testing would be more detrimental than helpful but that is generally NOT the case. What kind of environment are we creating when teachers who want this data or staff who are proctoring tests will come to us privately to thank us for advocating for what they do as well? Let’s have a conversation, Colorado! Join in advocacy to make it better for ALL kids!

See the editorial below:

http://www.huffingtonpost.com/shannon-sevier/im-opting-out-of-optout_b_9347944.html

With the arrival of spring comes assessment season for students, families and educators across the country. When my girls were in grade school, I remember dedicating time to helping them be confident and ready to take state tests. I also remember some feelings of anxiety before the tests, but at the same time, the importance of the assessments in helping my children’s teachers and school better support their success through data-driven planning and decision-making.

During testing season last year, reports emerged that a large number of students were opted out of state assessments. While polls have indicated a majority of parents do not support the concept of opt-out, the movement has vocal supporters and it is expected that even more attention will be paid to student participation in assessments.

Understandably, many parents and educators have concerns about the over emphasis on testing and the impact it is having on teaching and learning. Speaking up and taking action is a critical step to improve the overall education system and ensure every child has the opportunity to reach his/her full potential. However, National PTA does not believe that full scale assessment opt-out is an effective strategy to address the frustration over testing or that opting-out helps to improve a given assessment instrument. Mass opt-out comes at a real cost to the goals of educational equity and individual student achievement while leaving the question of assessment quality unanswered.

The consequences of non-participation in state assessments can have detrimental impacts on students and schools. Non-participation can result in a loss of funding, diminished resources and decreased interventions for students. Such ramifications would impact minorities and students with special needs disparately, thereby widening the achievement gap.

For example, states like New York that did not meet the participation requirement last school year received a letter stating that funding—including for English language learners, students with disabilities and other students in need—could be at risk if they have less than 95% participation on exams this spring. Opting out also stalls innovation by inhibiting effective monitoring and improvement of programs, exams and instructional strategies, and could thwart transparency by providing incomplete data for states, districts and schools.

Recognizing the concerns parents and educators have about testing, and the importance of improving assessment systems, National PTA’s Board of Directors recently adopted a position statement on assessment. The statement acknowledges the importance of eliminating unnecessary and low-quality assessments while protecting the vital role that good assessments play in measuring student progress so parents and educators have the best information to support teaching and learning, improve outcomes and ensure equity for all children.

While some will solely focus on the statement’s opposition to opt-out policies, when read in its entirety, the statement provides a holistic approach to improving assessment systems. National PTA advocates for improved assessment systems by recommending that states and districts: (1) ensure appropriate development; (2) guarantee reliability and implementation of high quality assessments; (3) clearly articulate to parents the assessment and accountability system in place at their child’s school and (4) bring schools and families together to use the data to support student growth and learning.

National PTA strongly advocates for and continues to support increased inclusion of the parent voice in educational decision making at all levels. Parents and families must be at the table when policymakers are considering policies that affect students. National PTA believes in the power of parents making their voices heard and being a part of the solution through engagement. As vice president of advocacy for the association, I have witnessed the ability of families and schools to come together and make true, meaningful improvement through robust dialogue, deliberate investment and thoughtful consensus.

Now is the time for all of us to work together to ensure assessments are executed properly and provide valuable information to parents, teachers and school leaders about the growth and achievement of students as they are intended to do. We must be effective stewards of education for our nation’s children by improving assessment systems, not opting children out of the system that should be for their benefit.

Shannon Sevier is vice president of advocacy for National PTA, the nation’s oldest and largest child advocacy association dedicated to ensuring all children have the opportunity to reach their full potential. Sevier is a proud mother of two high school students and a college student.