Letter: Test criticism didn't go far enough

In regard to the education act No Child Left Behind, Newsday is correct that we should "leave this law behind" ["Let's leave this law behind," Editorial, Oct. 2]. But just as the legislation failed, by the admission of its own architects, the editorial fails in its attempt to analyze just what is so anti-educational and self-defeating about it.

The first thing one thinks of with this law is the tests. Newsday does make passing mention of them, and even goes as far as to say that they "shouldn't be the basis of lesson plans," which is certainly a step in the right direction given the way "teaching to the test" has served to erase meaningful, creative, individualized and differentiated instruction, not to mention non-tested subjects like the arts and humanities.

Yet Newsday avers that standardized tests "do have real value," while conveniently hesitating to identify just what that value might be. Even ignoring the misuses, flaws and biases they are so often subject to, and the terrible stress they inflict on children and teachers -- from the repercussions of test anxiety to the threats they carry regarding funding of schools, labeling of children and job security of teachers -- they simply are not reliable measures of teaching or learning.

Our society doesn't trust educators with assessment, of students or of teachers; it wants a "business model," providing a "bottom line" number that politicians and bureaucrats, who never set foot in a classroom, can understand. Learning is a fragile, complex, individual process subject to a multifold of factors, many of which are not fully within the teacher's immediate control.

What improves the quality of education are smaller classes, better teacher training, creative innovation and passion.

Alan M. Weber, Medford

Editor's note: The writer is an assistant professor of early childhood education at Suffolk Community College.