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ERIC Number: ED561097
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 34
Abstractor: ERIC
Reference Count: N/A
Testing Overload in America's Schools
Lazarín, Melissa
Center for American Progress
It appears that schools and families are at a crossroads when it comes to testing. High-quality assessments generate rich data and can provide valuable information about student progress to teachers and parents, support accountability, promote high expectations, and encourage equity for students of color and low-income students. But it is important to acknowledge that for some children, testing exacts an emotional toll in the form of anxiety and stress. In undertaking this study, two goals were established: (1) to obtain a better understanding of how much time students spend taking tests; and (2) to identify the degree to which the tests are mandated by districts or states. Key findings from this study include: (1) Despite the perception that federally mandated state testing is the root of the issue, districts require more tests than states; (2) Students are tested as frequently as twice per month and an average of once per month; (3) Actual test administration takes up a small fraction of learning time; (4) There is a culture of testing and test preparation in schools that does not put students first; (5) District-level testing occurs more frequently and takes up more learning time in urban districts than in suburban districts; and (6) Districts are not transparent about testing practices or purposes.
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for American Progress
Identifiers - Location: Colorado; District of Columbia; Florida; Georgia; Illinois; Kentucky; New York; Ohio; Tennessee; Texas; Virginia