TiP@20 presents Then & Now: Standardized Testing

Since its launch, WriteBoston’s Teens in Print program has given young writers a platform to share their voices, shaping their perspectives and honing their storytelling skills. But how has the experience of being a student journalist changed over the years? In this pair of articles, we hear from two participants—one from 2005 and another from 2024—as they reflect on the impacts of standardized testing.

In 2005, Laurys Abreu captured the anxiety of sophomores preparing for the MCAS, balancing schoolwork with intensive test prep while teachers worked hard to align their lessons with state standards. Fast forward to 2024, and Riley Turpin takes a more critical stance. While the pressure remains, today’s students question whether standardized tests like the MCAS truly reflect their abilities. Read more about their experiences below.

The MCAS is coming this spring, and if you’re a sophomore, you’re probably stressing already. You’re not the only one. Teachers have to prepare for MCAS too—by preparing you.

Sandra Faioes, a 10th-grade English teacher at BCLA, said, “My feelings about MCAS are both good and bad. The good is that MCAS has made teachers look more closely at their instruction. It also lets us measure how students in this district are doing in comparison to others. What I have a problem with is that so much depends on MCAS, like whether the students will graduate or not. It is only one method of assessing students.” 

Faioes teaches her class everything there is to know for the language arts portion of MCAS.

“I concentrate more on getting students ready for the next level, but we cover so much more than MCAS requires.” Ultimately, Faioes doesn’t worry. “I have confidence in my students to showcase their knowledge, and MCAS is an opportunity to do that,” she said.

Ann Doucette, an English language arts teacher at Odyssey High School, said, “Every year since I came to Boston, I make sure that I teach to the standards.” Standards are mandated by the state and are objectives that teachers use to create curriculum and to measure achievement. Doucette said, “Then I work very hard with them on their writing so their responses for the writing process will be well perfected by the time they take the test.” She also wants students to recognize what to do when the MCAS is in front of them. “I make sure my tests and assessments emulate the type of questioning they would find in MCAS so they’re used to the wording.” Her advice: “Practice, practice, practice!”

From a sophomore’s point of view, MCAS is something to worry about, as it holds the ticket to graduation and college. Solanlli Matos, a sophomore at Charlestown High said, “I am thinking about it a lot; it makes me nervous.” In her school, they are preparing students, too. “In English class, we are taking a lot of minitests like MCAS. They also give us tips on how to take it, like how to eliminate options on the multiple choice to narrow down the answer. We’re also studying word roots.” Matos wants to pass the MCAS on the first try. “I read a lot and write a lot to prepare myself for it,” she said. “I may go to the library and get an MCAS prep book.” She said, “Teachers tell me I should not worry but the nervousness doesn’t go away.” 

Sophomore Katie Harrison, from Boston Latin High School, hears the word and responds, “Ugh, MCAS.” She resents that the curriculum might be dictated by the test and dreads the prospect of “spending a week on a test.” Sophomore Julie Arnous, also from Boston Latin, found the MCAS science portion “traumatizing” in grade school and does not look forward to the upcoming test. This is the first year the MCAS science section will count. 

So, if you’re a sophomore, beware! Don’t get scared; get prepped for MCAS.

Many students struggle with big “necessary” standardized tests that are stressful and time-consuming for both students and teachers. Many school districts require standardized tests as performance assessments, which brings a lot of direct pressure. When I moved to Massachusetts, I was told if I didn’t pass the MCAS (Massachusetts Comprehensive Assessment System) I wouldn’t be allowed to graduate. I put a lot of tension on myself by thinking “I’m going to fail” if I don’t perform well on the MCAS which slightly shows how scores can be affected by pressure. Standardized testing negatively impacts teachers and students due to expectations and applied stress.

According to the American University School of Education, “teachers may feel excessive pressure from their schools and administrators to improve their standardized test scores.” Even teachers are pushed to have students score well because the scores are seen as an evaluation of how well teachers teach. This is a harsh outlook on what could be a good teacher, but due to the restrictions on how they teach and the applied pressure, they’re limited and can be seen as unsatisfactory to the administrator’s standards.Everyone has bad days, and people are prone to let that dictate how they engage with things. We all know this would affect test scores but these factors aren’t put into consideration while testing. According to the Tenney School, “while some people operate better under stress, many will be too stressed out to demonstrate their true intelligence.” Feeling stressed isn’t rare but schools are made to have a safe and comfortable learning environment. How are students supposed to enjoy learning and grow when they have to worry about their whole future based on a test? We’re young adults figuring things out. The unreasonable amount of expectations put on us is already enough without worrying about how we will score on a test made to fit the masses.

I understand the educational system needs a way to benchmark progress to see if there is improvement, so I’m not saying it’s irrational to support standardized testing. Standardized tests are regulated in common jobs today, According to the National Test Prep Association, “in nearly any field, standardized testing is the most practical way to remove subjectivity and achieve an objective evaluation.” However, for schooling, there can be better alternatives that are more accurate and better fit a person to their learning style. If colleges like Yale, Duke, and NYU are becoming test-optional, there must be some realization that these tests are outdated and unnecessary. The SAT became a standardized test in 1926, I feel we as a society should realize this out-of-date system and find different approaches to benchmark students. For example, a student who aspires to be a public speaker would do much better doing an oral presentation than someone who can perform well sitting down and filling in multiple choices and writing responses.

Standardized testing is an inaccurate, unreliable source that causes stressful, tense environments for students and teachers who shouldn’t be put under that kind of school pressure, considering it is supposed to be an open, happy, healthy learning environment.

Stay tuned for more articles like this in the next few weeks!