December 2, 2015

John C. Olson
Minnesota Department of Education
1500 MN-36
Saint Paul, MN 55113
Dear Mr. Olson,
I have pleased to inform you that I have completed my study on the feasibility of
eliminating standardized testing in elementary schools throughout Minnesota. This topic
was very interesting for me to research, so I would like to thank you for allowing me to
conduct research on this subject throughout the semester.
I wanted to pursue this project because I was a student of Minnesota elementary schools.
During my years at public school, I have vivid memories of many standardized tests
throughout the year. I also remember the stress that my teachers would place on getting
good scores on our tests each time. I truly believe that elementary school is too young to
be placing great amounts of stress of students. Not only that, but the tests are meaningless
for the student, and only benefit the schools reputation and teachers.
I conducted secondary research from multiple sources that support the feasibility of
eliminating standardized testing in Minnesota elementary schools. My research included
looking at results from ESL student testing, as well as lower income students. Although I
feel confident in my research, I would recommend more research be conducted, including
coming up with a suitable way to find a schools academic status.
Sincerely,

Alicia Auger

Running head: ELIMINATING STANDARDIZED TESTING

Eliminating Standardized Testing; A Feasibility Study

Alicia Auger
Hamline University
December 2, 2015

ELIMINATING STANDARDIZED TESTING

Abstract
In the fall of 2015, a study was conducted in order to explore the option of whether it is
feasible to eliminate standardized testing in elementary schools throughout Minnesota.
This paper presents the findings of that research, including a survey and secondary
research through numerous resources. Through this research, it was found that it could be
feasible to eliminate standardized testing due to the fairness of the tests, as well as the
stress it causes on students as well as teachers. Although this research suggests that it
may be feasible, it is recommended that a more thorough study be done to identify
different ways to measure academic status of students and schools, as well as money it
would require.

ELIMINATING STANDARDIZED TESTING

Table of Contents
Abstract ............................................................................................................................... 2
Introduction ......................................................................................................................... 4
Research Methods ............................................................................................................... 6
Criteria ............................................................................................................................ 7
Results ................................................................................................................................. 8
Funding Based on Test Results ....................................................................................... 8
Timing of Tests ............................................................................................................... 9
Testing From Kindergarten to Graduation .................................................................... 10
ESL and Low Income Students..................................................................................... 11
Conclusions ....................................................................................................................... 12
Recommendations ............................................................................................................. 13
References ......................................................................................................................... 14

ELIMINATING STANDARDIZED TESTING

Introduction
The No Child Let Behind act (NCLB) was passed on January 8, 2002 and because
of NCLB, annual state spending on standardized tests rose from $423 million to almost
$1.1 billion in 2008 (Improving Education in America, 2015). According to Ujifusa,
in 2015, standardized-testing regimens cost states some $1.7 billion a year overall. In
general, 6.28% of government spending is budgeted for education each year (2015). Now
the real question arises, what do these tests actually tell us, and do they improve student
achievement?
While at first glance, standardized testing may seem like a great way measure the
progress of students, there are also many disadvantages. Arguably the largest issue with
these tests are the fact that teachers are teaching to the test, meaning that they are
heavily focused on standardized test prep, rather than an overall well rounded education.
According to Popham, If a teacher uses the actual test items in classroom activities or
uses items similar to the test items, the teacher is engaging in a very different kind of
teaching (2001, para. 3). Teachers are specifically teaching test material to overall
improve the test scores of their students. This score improvement could potentially lead
to a raise in the teachers salary, proving an incentive to teach to the test.
The other major downfall is the fairness of the tests, especially for English as a
second language (ESL) or special education students. These tests are written for the
middle income and natively English speaking Minnesotan student, they do not take into
account English proficiency and statistics on language acquisition. The main reason for
change is the overarching reason that students' scores on these tests do not provide an
accurate index of educational effectiveness is that any inference about educational quality

ELIMINATING STANDARDIZED TESTING

made on the basis of students' standardized achievement test performances is apt to be

invalid (Popham, 2011, para. 8). It essentially is not a fair way to show how well a
student or school is doing academically.
I researched many different sources and compiled my findings in the following
sections, including creating a survey about personal opinions and experiences with
standardized testing. I propose to eliminate standardized testing in elementary schools in
Minnesota. My goal of this research is to prove that the negative side of these tests
outweighs any positives of them. I hope to determine an alternative way to measure how
a student or school is performing in a fair way for everyone.
The following sections will illustrate the findings of this study, the methods used,
the results of those findings, and the details regarding the conclusions and
recommendations. These sections working together will prove the feasibility of
eliminating standardized testing.

ELIMINATING STANDARDIZED TESTING

Research Methods
The following is a summation of the research in which I have done. The research was
completed to organize an overall look at those affected by standardized testing. I used the
Hamline University and University of Minnesota library databases to find my articles, as
well as some basic Internet searches.

Looked into the contents of the No Child Left Behind Act of 2001 (NCLB),
which requires states to give basic skills assessments to all students at select grade
levels in order to receive federal school funding.

Researched the different types of tests required and in what grade levels they are
administered in.

Researched when and how often tests are administered during the school year.

Studied the amount of government funding that is allocated for schools each year.

Found the amount of English as a second language (ESL) students are currently
enrolled in public schools

Next, to get a general opinion from the public, I surveyed 21 Hamline University
students with a variety of questions regarding this topic.

Surveyed classmates in ENG 1800

o Created an online survey using Google Forms
o Used my main points as questions to see others opinions
o Created fill in sections for more detailed responses

Compared several Minnesota public schools calendars and their standardized

testing dates

Conducted internet research for pros and cons of standardized testing

ELIMINATING STANDARDIZED TESTING

Researched effects of stress of children of elementary school age

Criteria
After much research, I have come up with the following criteria questions to
consider in my feasibility report:

Have any private schools successfully eliminated standardized testing?

Is there enough demand from students and parents?

Will teachers and schools benefit from eliminating standardized testing?

Will the government save money if elimination happens?

Will ESL and lower income students benefit?

ELIMINATING STANDARDIZED TESTING

Results
The main point for this research project was to analyze the feasibility of
eliminating standardized testing in Minnesota elementary schools. Many different aspects
were analyzed in order to develop the feasibility of the subject. The main topic of
discussion is whether or not eliminating standardized testing would benefit the student,
mainly because they are the ones being the most affected by standardized testing. The
hope is that those reviewing the findings will agree with the end results and
recommendations.
Funding Based on Test Results
Based on many sources, schools are granted government funding based on how
well their students perform on standardized testing. I asked in my survey whether it is fair
that schools get more funding if their tests scores were high, and 68% of respondents
responded that the funding was not fair. As well as the school gaining money, some
teachers actually receive a merit pay increase if their particular students perform well.
These teachers are also often ranked in a list comparing them to others. According to
Froese-Germain (2011), they recently published performance ratings for more than
6,000 L.A. elementary teachers, naming and ranking individual teachers as effective or
ineffective on the basis of math and reading test scores (p. 1). This in turn leads to
teachers teaching to the test in order to improve their students scores. According to
Riffert (2005), teaching to the test results in the attitude of creative, adventurous
exploration is undermined and substituted by simple pattern recognition, narrow vision,
and even boredom (pg. 232). This type of money and testing relationship also promotes

ELIMINATING STANDARDIZED TESTING

high stake testing, which attaches testing to things such as recognition, promotion, or
graduation.
Timing of Tests
The time of year in which standardized tests are administered is another important
topic. I asked my survey respondents what time of year they think standardized tests
should be administered, with a majority choosing either both and beginning and end or
just the end of the year, as Figure 1 illustrates. Only 9% of students agreed that
standardized tests should be administered in the beginning of the school year only.

Beginning
9%

Beginning

Both
48%

End
End
43%

Both

Figure 1. About half of the students agreed that tests should be given at the beginning
and end of the school year.
I also looked into a couple of different Minnesota elementary schools testing
schedule for the 2015-16 school year. Most lined up relatively similar, so I just
concentrated on the Forest Lake School District calendar. From there, I found that there is
multiple different tests administered all throughout the year. A current third grader will

ELIMINATING STANDARDIZED TESTING

10

take three different tests (OLPA, MCA, and MTAS) in reading, math, and science. That
totals up to nine tests during their nine-month school year.
Testing From Kindergarten to Graduation
I also asked in my questionnaire about what grade levels students should be
administered standardized tests. Fourteen out of 21 respondents answered that
standardized testing should be administered only in high school, while only four said the
same for elementary school (Figure 2). These results support the feasibility of eliminating
standardized testing in elementary schools, but keeping them for higher grade levels
instead.

Never

High School

Middle School

Elementary School
0

10

12

14

16

Figure 2. Majority picked that standardized tests would be useful only in the high school
setting.
Currently, throughout a students K-12 school career, an estimated total of 53
standardized tests will be taken, with only one affecting their future life (ACT taken in
grade 11). Eighteen out of 21 respondents of another questionnaire survey thought that
there is too much pressure placed on standardized tests. With an average of four tests

ELIMINATING STANDARDIZED TESTING

11

being taken each school year, which is four times a year a giant amount of pressure is
placed on our students.
ESL and Low Income Students
English language learners often struggle to make it through a day of school
without running into language barriers. When it comes to standardized tests, ESL
students often score the lowest, simply because they dont fully understand the content or
question. Low-income students and schools in general face a similar struggle due to lack
of supplies, teachers, or quality home environments. Riffert (2005) wrote that
handicapping those schools which start with lower internal accountability systems
(usually schools with a high percentage of students from low income families) because
young teachers are anxious to gain employment in well-performing schools (p. 234).
Figure 3 shows a comparison of two questions from my questionnaire after ESL and lowincome students and if standardized tests should be changed for them.
20
18
16
14
12
10

No

Yes

6
4
2
0
Income

ESL

Figure 3. While most respondents agreed that the test should be changed for ESL
students, the opposite was thought about low-income students.

ELIMINATING STANDARDIZED TESTING

12

Conclusions
After reviewing the relevant data, reading from different published sources,
looking through Internet searches, and reviewing results from the questionnaire, the
following conclusions have been drawn. There is research that proves government
funding and teacher merit pay increases result in teachers teaching to the test. As well
as a massive amount of government money is being spent every year on standardized
testing administration and analysis. The data collected from my questionnaires supports
the feasibility of eliminating standardized testing from elementary schools. The
questionnaire answers also suggest that it would be beneficial to only administer tests in
high school and at the end of the year. The questionnaire respondents also agreed that
there is too much stress placed on standardized tests and their results. Lastly, sources
show that ESL and low-income students are hindered in their test scores due to their
different circumstances outside of the classroom. Overall, I think it is feasible to
eliminate standardized testing in elementary schools.

ELIMINATING STANDARDIZED TESTING

13

Recommendations
Based upon the preceding results and conclusions, it is recommended that the
Minnesota Department of Education:

Provide a test run of eliminating standardized testing to a select group of school

o Analyze the results after one school year

Conduct additional research involving the amount of money that would be saved
or lost and find an alternative way to measure a schools academic performance

Gather teachers and parents opinions on eliminating standardized testing

Gather students opinions on when and how standardized tests should be

administered, as well as how they would affect their school career.

ELIMINATING STANDARDIZED TESTING

14

References
Bunch, M. (2011). Testing English language learners under No Child Left Behind.
Language Testing, 28(3), 323-341.
Fast Facts. (2015) . National Center for Education Statistics. Retrieved from
https://nces.ed.gov/fastfacts/display.asp?id=96
Foese-Germain, B. (2011). Weighing in on the Teacher Merit Pay Debate. Canadian
Teachers' Federation.
Hammerness, K. (2004). Teaching with Vision: How One Teacher Negotiates the
Tension between High Ideals and Standardized Testing. Teacher Education
Quarterly.
Popham, J. (2001). Teaching to the Test? Educational Leadership, 58(6), 16-20.
Retrieved from http://www.ascd.org/publications/educationalleadership/mar01/vol58/num06/Teaching-to-the-Test.aspx
Portelli, J., Solomon, R., Barrett, S., & Mujawamariya, D. (2005). Standardized Teacher
Testing Fails Excellence and Validity Tests. Teaching Education, 16(4), 281-295.
Riffert, F. (2005). The Use and Misuse of Standardized Testing: A Whiteheadian Point of
View. Interchange, 36(1), 231-252.
Segool, N., Carlson, J., Goforth, A., Embse, N., & Barterian, J. (2013). Heightened Test
Anxiety Among Young Children: Elementary School Students Anxious
Responses To High-Stakes Testing. Psychology in the Schools, 50(5), 489-499.
2015-16 School Calendar. (2015). Forest Lake Area Schools. Retrieved from
http://www.forestlake.k12.mn.us/_asset/xbrbwm/Calendar15-16.pdf