Standardized Testing Quotes

I think the world is run by 'C' students.

There's a nastiness to conversations about U.S. education reform, which are characterized by the kind of stark taking-of-sides that's usually reserved for debates over guns or abortion rights.

I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.

The irony is that kids are treated equally when it comes to tests and standards and expectations but not treated equally when providing funds to meet those standards and expectations.

I'd like to provide an SAT word in everything I do.

Test scores aren't perfect, but having a test score for math or reading or other things that we can objectively measure is a meaningful component that makes a lot of sense.

In K-12, almost everybody goes to local schools. Universities are a bit different because kids actually do pick the university. The bizarre thing, though, is that the merit of university is actually how good the students going in are: the SAT scores of the kids going in.

If my future were determined just by my performance on a standardized test, I wouldn't be here. I guarantee you that.

Well, I don't think that the SAT is a scam.

While the public school rewards failure by throwing more government money at failing school systems, the voucher system does the opposite.

I had very little going for me as a kid except for the fact that I had demanding parents and was very good at filling out bubbles on standardized tests. I went to the Center for Talented Youth at Johns Hopkins University because I did well on the SAT. I went to Exeter because I did well on the SAT.

As damaging as the obsessive emphasis on testing often proves to be for kids in general, I believe that the effects are still more harmful in those schools in which the resources available to help the children learn the skills that will be measured by these tests are fewest, the scores they get are predictably the lowest, and the strategies resorted to by principals in order to escape the odium attaching to a disappointing set of numbers tend to be the most severe.

Public education is so important - resisting privatization and charterization, high-stakes testing, and defunding. It's important for New York, but it's also important for the country.

Merit pay has failed repeatedly, and it's no surprise. When you base teacher pay on standardized test scores, you won't improve education; you just promote the high-stakes testing craze that's led parents, students and educators to shout 'Enough!' all across the country.

Imagine filling a college with the first 1,000 students to get perfect SATs. Whatever the racial composition of that class would be, the notion seems absurd because we know that college in America is supposed to be about creating citizens and leaders in a diverse nation.

Standardized testing is at cross purposes with many of the most important purposes of public education. It doesn't measure big-picture learning, critical thinking, perseverance, problem solving, creativity or curiosity, yet those are the qualities great teaching brings out in a student.

I am particularly surprised that certain outlets look at pass rates irrespective of student population. As if inner city high school kids are to fare as well as college students.

Charter schools are not a panacea.

If you're last in your class at Harvard, it doesn't feel like you're a good student, even though you really are. It's not smart for everyone to want to go to a great school.

Teachers and parents who incline toward the authoritarian attitude are scornful of “frills.” They consider lecturing, memorization, recitation, and grading to be the basics, as they remember them from their own school days. They believe in withholding promotion form children who have not satisfactorily completed the year’s work in all subjects, despite the evidence that when children are made to repeat a grade, they do not do as well in the following years as similar children who were promoted. To authoritarians, education is not a means to help each child to mature but a series of hurdles over which everyone, of no matter what capability, must jump. A policy of withholding promotion means ignoring the fundamental and complex question of why the children failed and what needs to be done to correct that problem.

No Child Left Behind taught us that parents, teachers and state and local leaders are more suited to address students' needs than a one-size-fits-all accountability system developed by Washington bureaucrats.

With my academic achievement in high school I was accepted rather readily at Princeton and equally as fast at Yale, but my test scores were not comparable to that of my classmates. And that's been shown by statistics, there are reasons for that - there are cultural biases built into testing, and that was one of the motivations for the concept of affirmative action to try to balance out those effects.

When I was growing up, the exam system didn't allow you to write fiction, so you never did.

You can't improve what you can't measure, and liberals have resisted any kind of meaningful measurement of success in the classroom for decades. Instead of focusing on the three R's, liberals have thrown up a barrage of silly things designed to distract us all from their awful stewardship of the schools.

IQ is the biggest scam in the history of education. Nobody needs IQ testing. Nobody benefits when you do it. I'm in a very different position than most of you; I don't want an IQ test for Black kids, and one for green kids, and one for yellow kids, and one for red kids. I don't want any for anybody, because it offers no benefits to anyone….The disproportionate placement of African-American males in classes for the mentally retarded should have taught a prudent person that something is wrong with intelligence testing.