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The cry of the public classroom teacher is heard throughout the United States and in many parts of the world. With all the testing performed to ensure accountability in our educational system, there are not enough hours in the day to teach. Teachers become constrained to “teach to the test,” thereby impeding certain modalities of transmitting information to students, reducing the number of hours that students can take part in “unnecessary” activities like art and music, and increasing the amount of homework to fill in the gaps. What is the answer to the conundrum of maintaining standards of excellence in education without creating inordinate stress for teachers and students? Further, what assurances do we have that testing amounts to something more than making clever comparisons across States and nations? Is there a methodology of testing that leads to results that can be efficiently translated into better education for our children?

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Three hours and forty-five minutes!” that’s what Julie said when I told her how long the New SAT was. “And I have to study Critical Reading, Vocabulary, Math, Grammar and Writing!” she added. “Yes,” I said. You’ve got to study all of that. “Well, I’ll just prioritize by focusing on the important stuff like the Math, Reading, Vocabulary and Grammar. The essay’s only 25 minutes of the test. It can’t affect my score that much right?” Julie was partly right. The essay is only about 1/9th of your potential score of 2400. However, in this case what Julie didn’t know could hurt her.

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