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Letter: What basis to slow testing?

Teachers in Long Island classrooms, such as this

Teachers in Long Island classrooms, such as this one in a May 1, 2013 photo, are evaluated by a system using student test scores, classroom observations and factors such as contacts with parents. Credit: Heather Walsh

Joye Brown's "Call timeout on tests" column [News, Nov. 17] and the "LI principals join protest" article [News, Nov. 17] raise a number of questions.

Yes, parents who turned out for the forums were opposed to testing, but were they well-informed or did they simply follow teachers unions, PTAs and local educational "leaders"? Are they aware that testing is how we determine if the educational process is effective and what needs change?

How many days of testing, and preparation for testing, are too many in the roughly 180-day school year?

The coverage makes me wonder why educators who are committed to changing others through education are so opposed to change that affects them. Using student progress measures for 40 percent or less of teacher and principal evaluation is hardly too much.

Could the efforts of superintendents and principals have been better spent teaching teachers and department chairs how to implement the changes?

Gunther Geiss, Southold

Editor's note: The writer is a former professor of business at Adelphi University.
 

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