Standardized tests containing multiple-choice answers fail to expanding higher thinking levels to strengthen the tools of becoming an analytical thinker in an era of necessity for critical thinkers and problem solvers. (No Child Left Behind) An education researcher, Gerald W. Bracy, PhD., acknowledges that standardized tests undermine to produce the attributes of “creativity..., motivation..., persistence, curiosity..., reliability..., self-discipline, leadership..., honesty, integrity” (qtd in “Standardized Tests Do Not Effectively Measure” n.p). In addition, qualities such as teamwork and the ability to apply skills to real-world challenges are important elements to employers who wishes to acquire from their future employees (“Is the
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Professor Seeman states that “creativity among U.S. children has been in decline since 1990, with a particularly severe drop among those currently between kindergarten and sixth grade” because of the lack of connections that teachers combine learning with curiosity and creativity which cripples a student’s real education (Seeman). Experts say that as the stakes of standardized tests increases due to promising federal grants for well-achieving schools and direct correlations with teacher bonuses or evaluations, school districts and teachers feel enormous amounts of pressure to acquire the acceptable standards that they limit the scope of the classroom education (Seeman; Gabriel; Evans). In response, the practice of “teaching to the test”, focusing on test-taking skills or on material that will only be present on exams, omitting to teach students the value of divergent thinking and placing less emphasis on more challenging concepts and interactive projects, has gained popularity among school districts (Evans; Sadkel). An Education Week surveyed revealed that reported that 85% of the teachers agreed that schools de-emphasized or eliminate subject area programs like foreign language, art, music, and subject areas that were not included on state tests (Sadkel). The Center on Education Policy revealed in a 2007 study that beginning in 2001 forty-forty percent of school districts has eliminated 145 minutes per week for science, social studies and the arts in order to provide more instruction time for math and reading (“Is the Use of Standardized Tests”). Not only this, instruction time has suffered, and it has been replaced with test preparation . The New York City school districts added an additional two-and-a-half hours of daily test preparation courses in
Professor Seeman states that “creativity among U.S. children has been in decline since 1990, with a particularly severe drop among those currently between kindergarten and sixth grade” because of the lack of connections that teachers combine learning with curiosity and creativity which cripples a student’s real education (Seeman). Experts say that as the stakes of standardized tests increases due to promising federal grants for well-achieving schools and direct correlations with teacher bonuses or evaluations, school districts and teachers feel enormous amounts of pressure to acquire the acceptable standards that they limit the scope of the classroom education (Seeman; Gabriel; Evans). In response, the practice of “teaching to the test”, focusing on test-taking skills or on material that will only be present on exams, omitting to teach students the value of divergent thinking and placing less emphasis on more challenging concepts and interactive projects, has gained popularity among school districts (Evans; Sadkel). An Education Week surveyed revealed that reported that 85% of the teachers agreed that schools de-emphasized or eliminate subject area programs like foreign language, art, music, and subject areas that were not included on state tests (Sadkel). The Center on Education Policy revealed in a 2007 study that beginning in 2001 forty-forty percent of school districts has eliminated 145 minutes per week for science, social studies and the arts in order to provide more instruction time for math and reading (“Is the Use of Standardized Tests”). Not only this, instruction time has suffered, and it has been replaced with test preparation . The New York City school districts added an additional two-and-a-half hours of daily test preparation courses in