Annual testing sparks debate about its value in the classroom
Every spring, classrooms across California shift their focus away from regular lessons and toward standardized assessments such as the i-Ready, CAASPP, and CAST tests. These exams are meant to measure progress, but for many students, they feel disconnected from actual learning. Instead of helping students grow academically, state testing interrupts instruction, replaces engaging activities with test preparation, and leaves students questioning what the tests are actually for.
Many students say they do not fully understand the purpose of these tests. Sohila Elattar (12) said, “I frankly think state testing is a waste of useful time that I could be using to work on my future education instead of something that is going to be a statistic.” Since the scores from these exams don’t count heavily toward students’ future after high school, students rarely receive clear explanations of what those results mean or how they can improve.
A common concern is the amount of stress that comes with exams like the CAASPP testing or the MDTP test. Elattar said, “When teachers give me short notice on when we have to take another one of these tests, it makes me feel a little annoyed.”
The exams usually take several hours and may continue over multiple days, requiring long periods of focus. “The pressure to perform well combined with how long they can take is exhausting along with the other 5 classes that we have,” said Elattar.
The rhythm of the classroom is shifted during this time as well; teachers often have to adjust their lesson plans to make room for preparation and testing schedules. As a result, time that could be spent on collaborative projects or subjects that students need help with is replaced by testing sessions. Kenneth Huynh (12) said, “During testing weeks, it feels like we pause everything we do for something we haven’t learned in years.”
However, not all students view standardized testing as entirely negative. Ayari Garcia (12) said, “I only like it because of the snacks.” While lighthearted, this comment illustrates how students find small positives during testing periods, even if they do not support the tests themselves.
Assistant Principal Mr. Peterson said, “It’s a good way to keep a record of students’ progress and help them monitor their own growth. Standardized tests can impact placement at public universities, which makes them relevant for students planning ahead.” Many educators make the argument that standardized testing provides essential data to support students throughout their high school years.
Even so, state testing often increases stress, and schools provide little explanation of how it helps further education or benefits students’ education. If schools want students to feel more engaged and supported, it may be worth communicating to students the impact of these tests.
Eagle Era 
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