When the “Partnership for Assessment of Readiness for College and Careers” (PARCC), a standardized test for students in grades 3 to 11, was first implemented in 2015 (my junior year of high school), it was met with mixed reviews. Our high school principal was committed to having 100% of students take and pass the test. In contrast, some students wanted to “opt out” of taking the test, while some teachers claimed that the exam was a waste of time (in total, three weeks of instruction were disrupted so that every student could take the test). Though these differing viewpoints made the school community tense, I only had to put up with them for one year, as high school seniors were not required to take the test.
Looking back three years later, I now view the PARCC test from a remarkably different perspective. I am now a rising senior in “College” (the first “C” in PARCC) and have had multiple “Career” (the second “C”) experiences in the forms of employment and internships. From my viewpoint, I can confidently say that the content and administration of the PARCC test made no difference in my “Readiness” (the “R”) for either of these. I could not tell you a single skill that was assessed or task that was included on the PARCC test, simply because I cannot remember anything about it except the controversy and division it caused.
Still, the wastefulness of PARCC testing has made no direct difference to me, as I am now years removed from grade school. I thought I had seen the last of the PARCC test when I left high school, but PARCC and I recently crossed paths once again. I was forced to contend with the test again a few weeks ago, this time on behalf of the student I tutor.
I am now a rising senior in “College” (the first “C” in PARCC) and have had multiple “Career” experiences in the forms of employment and internships (the second “C”). From my viewpoint, I can confidently say that the content and administration of the PARCC test made no difference in my “Readiness” (the “R”) for either of these.
In late 2014 (before I even knew what PARCC was), I began tutoring a fifth-grade student with autism. At times, the student has trouble focusing on his work or applying logical reasoning skills to questions, but this does not stop him from working hard, succeeding in his classes, and enjoying school.
Since late 2014, my student and I have met at our local library for tutoring sessions.
Before each tutoring session, the student’s mother updates me on his upcoming assessments and assignments so that I can help him to prepare for and complete them. This strategy has worked for nearly four years; the student, now in eighth grade, has been doing well in all of his classes and is looking forward to starting high school next fall. However, when I saw his mother walk in with a “PARCC” test prep booklet in her hands and a concerned look on her face, I was at a loss for words.
How could I help my student master a test I have only taken once, can barely remember, and see no practical value in? How will my student’s unique style of learning impact his ability to complete the test? Will this test affect my student’s success in high school and beyond? These thoughts were stuck in the back of my mind during our two weeks of PARCC preparation.
As I opened the prep booklet and read the questions, even I had trouble comprehending what was being asked at first. My student was even more confused; he could not understand the questions on his own and needed lots of help to complete them. I can only imagine how my student’s confusion would manifest itself during the actual test, and what this would mean for his score.
Though I eventually understood the questions upon further review, I still have trouble understanding the relevance of the test itself to a student’s “Readiness for College and Careers.” Fostering the improvement of students’ skills and abilities is beneficial to prepare them for the future; however, doing this through the facilitation of a high-stakes test only does students a disservice.
Just because my student cannot understand the complex wording of questions on a standardized test without my help does not mean he is, in the words of the New Jersey Department of Education PARCC Outcomes scoring system, “Not Yet Meeting” expectations of his grade level. Getting to know my student over the past few years has shown me that he, as well as any other student, should not be defined by their test scores. Every student is unique, so why are they all being assessed and judged in a standard way?
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Further Reading:
Pearson Education: PARCC Partnership for Assessment of Readiness for College and Careers
Education Week: Which States Are Using PARCC or Smarter Balanced?
State of New Jersey Department of Education: Christie Administration Announces First Year of PARCC Results
