Statewide Testing: Benefits Beyond the Exam

Occasionally, statewide testing in education may provide a prompt that allows a student to delve into some rather important issues in their life. If that student writes directly to the question should the essay be held to scrutiny if it reveals problematic information? A prompt on a test years ago asked the question, "something they would like to change in their lives' and suggested students write about it. The issue became volatile when legislators argued that test graders were taking liberties by flagging certain essays that indicated the students may be in 'crisis'.

The importance of recognizing a student's use of the statewide test as an outlet to tell someone to listen to their plea is a far greater resource than a dozen referrals to the guidance department, or mandated psychological testing due to behavior in the classroom or school grounds. This student writing this telling essay is using the opportunity to surely reveal what pains them, and rather than criticize the monitoring by a grader beyond the actual grammar and contextual aspects of the test, they might actually save that person's life in an indirect manner by flagging the test. Applaud the tester for going beyond the call of their duty to perhaps help save a child's life by listening to the student's true voice in the essay.

Is it shocking that people would complain that earmarking certain essays revealing real issues in kids' lives might be exposed to further scrutiny? Is it not our responsibility as adults to increase our general awareness of issues that affect our children's lives? Would it not be prudent to intervene in a situation affecting our children that, in another setting, would not reveal itself to the proper support system? Refusing to acknowledge revelations in a standardized test essay that is a call for help, is like telling a student we'll give you therapy but only if you pay the $500.00 retaining fee upfront each week. If you are unable to afford the fee, then pull up your bootstraps and survive. Sometimes, people would rather walk away, ignore, or turn their heads than deal with making wise changes.

Let me draw an analogy to change that creates a somewhat similar outcome that allows us as a society to raise our awareness and perhaps lead healthier and safer lives. Several years ago, I was shocked to hear the then Governor (Carlson) of Minnesota cancel school days because of subzero temperatures. I couldn't recall that ever happened in my childhood. I remember at first laughing and stating that I thought we were lucky to have such a softhearted governor, because Minnesotans took pride in our hearty lifestyles and ability to withstand arctic temperatures.

However, I came to realize later in the day, that the Governor's foresight was wise. Why push the envelope on our kid's safety by making them stand at bus stops in such extreme cold? We now know the danger; therefore it becomes our responsibility to make changes to help alleviate the risk.

We read every day about the displacement of our youth and the dysfunction in many homes across the United States. Teachers see the children walk into classrooms disheveled and anxious from a difficult night at home. As parents, we recognize when our child may be experiencing physical or psychological pain; and when we do not or are unable to recognize those signs, we need help. Why pretend that issues do not exist?

Allow students, if they choose, to reveal their concerns in a high school composition. Believe that this might be a safe venue for the children. Believe that they might be taking this opportunity to reveal issues they are terrified to bring up in another setting. Maybe they decided to write this statement the moment they walked into the testing room. This should not be ignored because of a privacy issue? Much like the teacher in the classroom, an issue raised in whatever venue ought be respected and recognized for exactly what it is, a cry for help.

People, need to realize that students are afraid to deal with their issues because of the obvious consequences. Let them have the upper hand in taking care of themselves if they choose to take the measures necessary. Certainly, some situations may be overreactions or even embellishments by the student writing the composition. But let that student be evaluated through a brief interview process, and thereafter address the issue of the students who believed this path would help them get the attention they so desired.

I teach in a public school system in Minnesota. I teach English to some students who may have written those very compositions. I have reacted to students in situations that I felt presented high-risk behaviors. I feel that is my responsibility as a role model, and safe adult figure for each of my students to rely upon. If any students wish to reveal their innermost turmoil in an assigned composition, I am going to try to assess a potential danger, and if this is merited, then I will have ancillary support intervene.

I want my kids to be safe, as any parent would desire. We live in a careless society today, and need to take advantage of any methods available to help our children in need. We must recognize change, as teachers, as counselors, as parents in our methodry of protecting our children. That is our responsibility.