Commentary: More Important Than a Test Score

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“Public Education” is on the lips of every politician, during every election cycle. Yet, the debate continues. It is doing well, it is doing poorly, it needs reform, whatever the narrative needs to be that day or what the audience wants to hear.

Well, there are three sides to every story: “Yours, mine, and the cold, hard truth,” like the old Don Henley song reminds us. Out of the roughly 55.5 million K-12 students in America, 49.5 million of them are in our public schools, which is a little over 89%. If you visit a public education classroom today, you would be amazed at what our educators do on a daily basis.

Toss in the fact that Tennessee has the largest percentage increase in employment per adult in the United States over the last 12 months.  The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas.  Tennessee is number one in improvement in both English and math for both 4th and 8th grade on the 2012 NAEP test scores; is number one in improvement in science on 2016 test scores.

However, we must remind ourselves we are not producing components for an industrial and societal machine. We are educating children. We can all agree that an engaging and challenging education is the proven path to prosperity and a life-long love of learning. Teachers consistently tell us that “testing” and “preparing students for a test” are among their top concerns in our internal surveys.

It has long been acknowledged that a strong public educational system is essential not only to the successful functioning of a democracy, but also to its future. That system must provide all children with an equitable and exceptional education that prepares them for college, career and life.  All mean all.

Educators, themselves, must exercise a higher duty of care than most professionals. Teachers face exposure to liability much greater than does the average citizen. Nearly every day, teachers must deal with diverse laws related to issues such as child abuse, student discipline, negligence, defamation, student records and copyright infringement. And many politicians are more concerned with a test score that their children produce than the immeasurable impact that teachers may make on a child’s life.

Often educators must contend with the fact that students do not have a consistent source of high-quality, nutritious food, if they have food at all at home. Issues like hunger and poverty, like it or not, are not imagined and they are prevalent in classrooms and schools across the nation. According to the United States Department of Agriculture (USDA), 15.3 million children under 18 in the United States live in households where they are unable to consistently access enough nutritious food necessary for a healthy life. These 8 states have statistically higher food insecurity rates than the US national average (14.6%): Arkansas (21.2%), Mississippi (21.1%), Texas (18.0%), Tennessee (17.4%), North Carolina (17.3%), Missouri (16.9%), Georgia (16.6%), and Ohio (16.0%). More than 1 in 5 children is at risk of hunger. Among African-Americans and Latinos, it’s 1 in 3 according to the USDA.

It is hard to focus on education when you are hungry. Poverty and hunger also lead to other health issues, which also go untreated. What other profession besides public education teacher is evaluated on their students’ test scores, when students lack the basic necessities of life?

Steve Turner in his brilliant satirical poem “Creed” referenced the state of our culture, when he wrote prevailing illogical thought processes: “This is the fault of society. Society is the fault of conditions. Conditions are the fault of society.” Seemingly educators bear the brunt of the outcomes of children, and society is a given a pass. The problems we confront are larger than the children walking through the school house door.

The solutions are more than a score on a test. So, when the next politician speaks about education when seeking your vote, ask them what their plans are to alleviate poverty and hunger in your community. That is much more important than test scores to a whole lot of families.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Follow him on Twitter @jcbowman. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.

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2 Thoughts to “Commentary: More Important Than a Test Score”

  1. Jackie ARcher

    I really don’t know about hunger among our public school children. It’s a little hard to believe considering all the free food handout programs, and the free meals at school …not to forget the obesity epidemic. I don’t detect signs of malnutrition in our TN children …but I admit I have not looked into it.
    What I do know is that successful testing and better graduation rates do not equate to a better education. When our kids are fed misinformation and tested on misinformation that is not education!! Having read most of the social studies textbooks now in our classrooms I can give examples of just such misinformation. Omission of important history and no proper understanding of American heritage and principles is yet another example of failure to educate. We can and must do better and it starts in the Education Departments of our colleges and universities. I am not optimistic.

    1. Jackie, thanks for your comments. A few weeks ahold, I sat through a presentation by the Shelby County Director of Schools. He made a startling statement. Over 40,000 students in Shelby County live in homes with less than $10,000 a year income. It is staggering. All the Best! JC

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