RE: Exemptions to STAR and other standardized testing

Standardized and even criterion-based tests generally tests bits and pieces of knowledge.  They are written in such a way that the language can trip up even the most savvy test taker.  Questions that the majority of kids get correct on trial tests are thrown out. Questions that high scorers miss are thrown out.  Tests are a one day, or several day, picture of a student.  They shouldn't be used to discount 12 or 13 years of schooling.  Most often the scores don't even come back for six months or more.  They have no value in informing instruction AT THE time the student takes them.  

And the numbers are not small.  I'm sure the 8700 New York City kids sent to summer school, and the 3500 held back a grade because of testing errors, didn't consider that a "sporadic hiccup."  Neither did the 8000 Minnesota students who were also told they failed when they'd passed their standardized test. (What Happened to Recess and Why ARe our Children Struggling in Kindergarten, Ohanian, p. 63). The more than 500 kids pushed out of school in Alabama so their poor test performance wouldn't impact the district scores probably don't consider themselves "hiccups" either. 

One of the biggest problems with using standardized test scores as they are currently used in this state and most others, is the curriculum begins to get "dumbed down" and directed at the test questions.  If you've ever seen a test, I'm sure you'd agree that the sum total of what is on that test is not what you hope your child learns from school.  If tests HAVE to be used, they should be one part of the picture, not the whole thing.