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Sigh. Here we go again. The story about student test scores in Minnesota (”Gaps remain in Minnesota test scores,” Aug. 30) is disappointing, not because scores remain stuck around the 50% level, but because people keep thinking these one-day snapshots are a good indicator of how students are doing. They’re not.
Do we have more kids who struggle with reading and math since the COVID lockdowns? Yes. Do we have the resources to help these kids? No. Especially in rural Minnesota, schools struggle to both find and fund interventionists to help kids who have fallen behind.
As students get older, they don’t care much for yet another test. I had a student finish their reading test of over 50 questions in eight minutes last year. But sure, go ahead and judge schools. Anxiety plays a role, and students who have shown me every day that they are capable readers sometimes fail the test, in part because they are so nervous about a test that doesn’t impact their future at all.
The new push for literacy changes will help, no doubt. So maybe we should push the pause button on testing until all those pieces are in place. Why spend millions of dollars and waste class time on tests when we know what the results will look like? Let’s use that time and money to help our students instead.
Mark Domeier, Ellendale, Minn.
The writer is an English teacher.