Response 3

Keith Benson 2/23/2008 Persuasive Writing Response 3 Analysis of Articles

In “ ‘No’ is the Right Answer”, Eleanor Martin, sophomore within the Massachusetts state public student system, voices her opposition to mandatory high-stake standardized testing initiated by the state during the latter 1990’s. Speaking as an expert on the consequences and shortsightedness of high-stakes testing, Martin concedes that public education is in need of improvement, but decries the proposed solution of standardized test as a reliable assessment of student intelligence and school effectiveness. Martin’s essay, to the reader, obviously indicates she probably would have easily breezed through the MCAS tests, had she taken it. The vocabulary is at the very-least grade appropriate; her point is well delivered and communicated. Martin’s refusal to take the test, and conveyed rationale motivating her refusal having been illustrated within the essay, not only convinces the reader that Martin “sticks to her guns” but also shows that her protest was not simply an act of youthful rebellion. Martin also points to valuable lessons and skills learned in school that aren’t tested, considers differences in SES background among students, and finally proposes possible solutions for improving the state’s public schools. The essay is convincing. In “Tests, Tracking, and Derailment” examines the unintended consequences of high-stakes testing. While not directly decrying testing as a potential valuable tool in terms of gathering educational data, Patricia Williams narrates the negative side effects of high stakes testing, some of which are increased focus on lower achieving

students at the expense of more skilled students, and student tracking. While, like Martin, Williams recognizes public education can be improved, Williams proposes the change starts within our own paradigms. Williams believes and makes clear that children can do far more than we imagine and request, and that our current educational system caters only to students on the very opposite ends of the educational spectrum; the very skilled and gifted or the low achievers and behavior problems. The middle ground students, which make up most American public schools, would be better served, Williams posits, if we employed another style of educational curriculum called the International Baccalaureate Curriculum. While Williams does show knowledge of the unintended results of high-stakes testing, it appears she rushes with providing the IBC solution. Finally, Gregory Cizek’s “Unintended Consequences of High Stakes Testing” initially takes a tongue-in-cheek, and “lone voice in the wilderness” approach to criticize those who are vehemently against high stakes testing. As a professor of education at UNC, one would be inclined to absorb Cizek’s findings that the fears most antagonists of standardized testing hold, are not grounded in reality or present themselves “in the ground.” Using popular misconceptions, and systematically refuting them one at a time, Cizek defends high stakes testing and communicates the utility of what most people appear to be against.