An Open Letter to Our Community

TO WHOM IT MAY CONCERN:   We, students in Boulder Valley School District, value our education, and therefore stand  in firm opposition to the Colorado Measure of Academic Success (CMAS) testing program. By  doing so, we are in no way, shape, or form, trying to disturb the learning environment at any of  our high schools or in BVSD but rather we hope to initiate dialogue between policymakers and  students about issues that directly impact our future and the future of education in Colorado.     T
of 13
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
  TO WHOM IT MAY CONCERN: We, students in Boulder Valley School District, value our education, and therefore stand in firm opposition to the Colorado Measure of Academic Success (CMAS) testing program. By doing so, we are in no way, shape, or form, trying to disturb the learning environment at any of our high schools or in BVSD but rather we hope to initiate dialogue between policymakers and students about issues that directly impact our future and the future of education in Colorado. This year's CMAS testing is the pilot of a statewide testing program for high school seniors. The Colorado Department of Education’s Assessment Unit, which deals with standardized testing, plans to evaluate at the end of this year whether or not this standardized testing program is an effective means of measuring student and teacher progress. We are concerned that if we fail to act, students will be forced to endure these tests for the foreseeable future. Our grievances regarding Colorado's expanded standardized testing program are as follows:  I. Excessive standardized testing is harmful to our learning.  Standardized testing costs valuable teaching and learning time. Our school is losing eight hours of class time, the equivalent of eight days of a class curriculum, in order to administer CMAS. This deprives students of time to connect with their teachers and prepare for tests, such as AP and IB exams, which provide students with the opportunity to receive college credit. The test is particularly difficult for high school seniors, many of whom are in the midst of the college application process around this time of the year.   As high school seniors, we are subject to significant testing fatigue. Students are mandated to take the CSAP or later TCAP exams from third through tenth grade, and the ACT in eleventh grade. Many high school seniors are in the midst of SAT and SAT subject tests, which, unlike CMAS, have a bearing on students’ future success. At this point, we, who value our education and postsecondary readiness, feel that our time has been disrespected by policymakers who treat standardized tests, in which students had no input, as a fix-all solution to our education system. Furthermore, schools spend weeks organizing testing schedules, which forces administrators to prioritize standardized testing over needs of the school and the student body. Adding more standardized testing only worsens this problem, a reduction of learning time for testing does not better education.  II. The CMAS standards do not represent the material taught in Colorado high schools. The current CMAS tests do not parallel Colorado's high school curriculum. Colorado high school students are required to take only three years of a social studies; therefore many students do not take social studies during their senior year. The CMAS social studies test includes an economics section, but economics is not a required course for high school students in the state of Colorado. Testing someone on something they do not know, will not teach administrators anything. The goal of CMAS is to gauge our learning, but this is not possible when we have not learned, or been required to learn, what is on the test.   III. Studies have repeatedly shown that standardized testing does not accurately measure teacher or student performance. Standardized testing has never been an accurate measure of student or teacher  performance, and there is no reason to expect CMAS to diverge from the trend. Firstly, standardized testing forces teachers to teach to the test,” thereby neglecting students' individualized needs. The content of standardized testing rarely reflects the content that students are learning. One student remarked: As a sophomore, I was taking precalc. When I came along to the Math TCAP and was asked to make histograms, I had completely forgotten them, because it was something I hadn't learned since sixth grade. Exams shouldn’t punish students for being above the “standard” level, but unfortunately that’s what standardized testing in Colorado has done. Moreover, standardized testing unfairly punishes low income school districts. Alfie Kohn, who has written extensively about parenting and education, writes: Research has repeatedly found that the amount of poverty in the communities where schools are located, along with other variables having nothing to do with what happens in classrooms, accounts for the great majority of the difference in test scores from one area to the next. [1] When looking at the CMAS testing scenario, it is easy to see why this occurs. Pearson, the for-profit corporation that created the CMAS tests, recommends that schools purchase their textbooks in order to help students prepare. For low-income school districts, this is often impossible.[2] CMAS appears to hold true to these same problems, and thus does not provide a sound method to evaluate schools or teachers. For example, the CMAS social studies exam tests students in geography, government, economics, and history. Since these subjects are based   primarily on recalling facts, this is not a measure of the teachers ability to teach, but the students ability to remember; thus, it is unfair to fund schools based on these measures. According to Lauren Resnick, a leading cognitive scientist, “They [standardized tests] tend to be contrived exercises that measure how much students have managed to cram into short-term memory. Even the exceptions--questions that test the ability to reason--generally fail to offer students the opportunity to carry out extended analyses, to solve open-ended problems, or to display command of complex relationships, although these abilities are at the heart of higher-order competence.” For example, at our high school, government and geography are taught freshman year. If students don't show proficiency in these subjects, it is not because our teachers are lacking, but because we have not covered the content in three years. Given that different schools have different curriculums and different scheduling, it is hard to see how the tests will accurately measure teacher or student performance. And, standardized testing to mention the students that have transferred from other states or school districts and thus learned differently.  IV. We as students are subjected to these tests at the same time as Colorado is seeing cuts in education funding.  Colorado schools are currently facing funding shortages, and spending more on standardized tests only adds to the deficit. Amendment 23 to the Colorado Constitution mandated the legislature to annually increase the funding for schools. The amendment stated that the amount of funding a school received would be calculated from a base amount, plus more funding due to “factors,” or variables such as school district size, local cost-of-living, and the number of “at-risk” kids. The amendment mandated that this amount must be increased by at least
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks