Call Senators on April 8!

On April 8, will be part of a nationwide push to convince the U.S. Senate to cut back on federal testing requirements in the ongoing effort to reauthorize ESEA (aka No Child Left Behind).

Please put this effort on your calendar, and take a few minutes on April 8 to phone North Carolina senators Richard Burr (202-224-3154) and Thom Tillis (202-224-6342). Urge the senators to support a switch to grade span testing and the removal of high-stakes consequences from federally required tests. Even if you have called before, please plan to call again.

Concerned parents across the country will be calling their U.S senators as well as participating in a 1 p.m. Twitterstorm. We will provide more details once they are finalized.

For more information on the advantages of grade span testing, see A Better Approach to Tests, recently published in the Charlotte Observer.

Contact Senators, Representatives on Testing, Funds

Once again, it’s time to contact federal representatives to urge them to pass more sensible education policies.

A proposal under consideration by the Senate Education Committee would reduce federally required testing by two-thirds, by shifting from annual to grade-span testing (statewide testing for one grade in elementary school, one grade in middle school and one grade in high school).

This is the best chance in years to make a significant dent in the high-stakes standardized testing inflicted on our students, teachers and schools.

An editorial in this morning’s Charlotte Observer, titled A Better Approach to Tests, explains why the shift matters.

Please call or e-mail North Carolina senators Richard Burr and Thom Tillis to let them know that North Carolina parents, teachers and community members support a shift to grade-span testing in a reauthorized ESEA.

Specific stories about the problems that overtesting has caused at the schools you know best will have an especially strong effect. But just a simple “I urge you to support grade-span testing” would be great as well.

The U.S. House also has a highly problematic ESEA reauthorization bill on the floor, HR 5. It does nothing to improve testing policies. It also threatens to reduce assistance to low-income students and schools. The vote should be early next week (week of March 2). Please call or e-mail your House Representative and urge her/him to vote no.

You can find more details about the pros and cons of the full proposals on the website of Parents Across America.

The Senate proposal analysis is here

The House proposal analysis is here:

Thanks for being part of this challenging but necessary democratic process.

If you have any questions, please send them to

The Problems with A-F School Grades

The A-F school grades being released today provide a textbook example of the politically driven misuse of standardized testing.

Typically, A-F grades summarize how well a student has mastered the full range of material presented in a particular class. They combine performance in a variety of areas that may include tests, papers, presentations, class participation and other factors. They also reflect level of effort: students who work hard generally earn higher grades than those who do not.

As a result, the A-F scale has acquired significant cultural weight as a moral as well as an academic judgment.

Applying this culturally weighted scale to a school’s standardized test scores is far from “transparent.” Rather, it is inappropriate, misleading and harmful.

It is inappropriate because standardized test scores reflect not a broad-based year’s worth of work, but rather a single day’s performance on a single, relatively narrow measure.

It is misleading because even on this narrow measure, A-F grades do not accurately convey what an individual school has accomplished during a year. Teachers at schools where many students struggle can work far harder and accomplish far more than teachers at schools with more privileged students, yet have their schools given far lower grades.

It is harmful, because it forces schools to prominently display an inappropriate and misleading evaluation of their teachers and students, thus misinforming the public. In addition, the high stakes it attaches to test scores force schools to spend additional time and effort preparing for these narrowly-focused tests at the expense of material of equal or greater value, as well as student and teacher morale.

It is no surprise that the major backers of A-F grading also champion the dismantling of traditional public schools through measures such as private school vouchers.

Increasing the role played by test-score growth in the grades’ calculation would make them a somewhat more accurate reflection of a school’s test-related accomplishments. It would not, however, address the basic problem that comes with prominently grading schools based on a single day’s performance on a single, relatively narrow measure. Rather than simply tinkering with this problematic approach to school evaluation, legislators should scrap it.

For a concrete example of the problems of A-F grading at an individual school, see:

URGENT: Contact U.S. Senators on grade-span testing

We at join parent groups across the nation in calling for North Carolina’s Congressional representatives to support Option 1, as presented by Senator Lamar Alexander in his recently proposed ESEA reauthorization. Option 1 would allow states to switch from annual to grade-span testing (one grade in elementary, middle and high school) and provide additional flexibility regarding measures of student achievement.

We also urge parents and others who support Option 1 to contact their U.S. Senators to express that support before January 21, when the Senate Education Committee will hold hearings on the issue.

Like their counterparts across the country, parents here in Mecklenburg County are thoroughly familiar with the damage that an obsessive focus on high-stakes standardized testing has done to our children’s schools. Option 1 would offer students, teachers and schools much-needed relief from excessive testing and test prep, allowing them to get on with the real business of teaching and learning.

The negative consequences of the current federal testing requirements have been widely documented. They have sparked a test-prep-focused culture that has diverted time and resources from actual teaching and learning, narrowed the curriculum, robbed children of their love of learning, and driven excellent teachers out of the profession.

They have had especially negative effects on low-income students, students of color, English-language learners and students with special educational needs. Numerous studies have documented the role played by high-stakes testing in high dropout rates, the school-to-prison-pipeline, widespread cheating scandals, and the closing of under-resourced public schools that have anchored neighborhoods for generations.

While we appreciate the need for strong accountability, we believe this can be done using assessments that more accurately diagnose learning needs. A switch from high-stakes testing to systematic review of actual student work would provide superior evidence of academic progress while also enriching classroom experiences.

A bipartisan state task force has recently recommended a switch to grade-span testing. There is widespread agreement among North Carolinians that the current accountability system has not served our students well. It is time for a change.

More background on the negative effects of high stakes standardized testing can be found on the sites of FairTest, Parents Across America and MecklenburgACTS.


Contact Republican Legislators on High-Stakes Testing

North Carolina Republicans will meet this Thursday, January 8, in a closed-door meeting to discuss education policy (click here for a description of the meeting).

One of the “experts” who will be addressing them is the head of Jeb Bush’s “Foundation for Excellence in Education,” a major national promoter of high-stakes, one-size-fits-all standardized testing. This includes numerous state-based policies such as North Carolina’s disastrous third-grade “Read to Achieve” legislation and the soon-to-debut A-F school grading.

Representatives need to hear from their constituents about the problems that high-stakes testing is causing in North Carolina schools, and about the role the General Assembly has played in exacerbating that problem.

If you are represented by a Republican senator and/or representative, please contact those representatives regarding the meeting, and ask for a clear statement of their position on high-stakes testing and related legislation.

You can find out who represents you, along with contact information, here.

You can find a sample letter here.

You can find more information on the problems with “Read to Achieve” and high-stakes testing in general here and here.





General Assembly needs to revisit Read to Achieve, A-F school grades in 2015 session

North Carolina legislators from both parties have denounced the negative effects of high-stakes standardized tests on North Carolina schools and students. But the General Assembly’s own actions continue to make the situation worse. Exhibits 1 and 2: Read to Achieve and A-F school grading.

These pieces of legislation do not increase the number of tests that students must take. But they dramatically raise the consequences attached to those tests. As a result, they have sparked major increases in practice testing, test prep, and test-related stress, making it far more difficult for North Carolina students to develop the love of learning they will need to carry them through life.

The most immediate and effective way for North Carolinians to reduce the negative effects of testing on our students, schools and teachers is to convince our state legislators to repeal these two measures and replace them with strategies that genuinely help children learn.

Both Read to Achieve and A-F grading were pushed through the General Assembly in a manner that allowed for little discussion or debate. As a result, many legislators have not considered them in detail. Much of our work will involve informing legislators about the negative effects both Read to Achieve and A-F grading are having on North Carolina students. will be sending out information about statewide efforts in coming weeks. In the meantime, we have compiled information on problems with the Read to Achieve legislation here. An account of the problems with A-F grading can be found here. Teachers and principals should be able to provide plenty of additional information about the effect of these two pieces of legislation on individual schools.

Succeeding in this task will require grassroots efforts in individual schools, communities and legislative districts. If you would like to help with this effort in your school or community, please e-mail us at






2013-14 Test Refusals Successful

Families from several North Carolina counties successfully refused End of Grade tests for the 2013-14 school year. Most of the refusing families persuaded school officials to allow students to read during the testing time, although some had to be more persistent than others.

Goals for next year include spreading the word about test refusal, working with more schools and districts to create appropriate procedures, and working with state legislators to create a “refusal code” for refused tests (currently, refused tests are graded as though they had been been taken, and receive the lowest possible score).

Anyone interested in helping with this work should contact us at

For more information, visit our Opt-Out/Refusal pages.

Much Read to Achieve Work Ahead

The grim saga of Read to Achieve continues.

On Thursday, June 5, the North Carolina House voted 73-40 to concur with H230, the Senate’s proposed changes to Read to Achieve (see here for bill text and vote tallies). Particular thanks go to the bipartisan group of House members who voted not to concur, in an effort to create an opportunity for further discussion about this highly important (and currently highly destructive) piece of education policy.

The changes make some improvements to Read to Achieve. They exempt a wider range of special needs students from the retention requirements, provide greater flexibility regarding summer school, and make some modifications to testing and portfolio requirements.

In our estimation, however, the changes will do little to improve the experience of most third graders in the coming year.

The high stakes still attached to reading test scores will continue to spawn unacceptable amounts of test prep and anxiety.

The changes do nothing for the many children who are still likely to face mandatory retention under the program, despite copious evidence that for most children, retention does more harm than good.

The program also continues to lack needed investments in reading interventions in earlier grades. will continue to work to mobilize parents across North Carolina to press for broader changes to Read to Achieve in the next legislative session. If you are interested in helping to mobilize parents at your school or in your community, please e-mail us at

More information about Read to Achieve, including perspectives from experts and from parents, can be found in the Read to Achieve section of this website.

Senate Read to Achieve Action Not Bold Enough

Students, parents and teachers across North Carolina call on the General Assembly to take bolder steps to rectify the widespread problems with the Read to Achieve legislation.

This morning, the Senate Committee on Education/Higher Education proposed some changes to Read to Achieve. But while these changes will provide some welcome relief for children with disabilities, they will do little to reduce the amount of extra testing Read to Achieve requires, the added pressure it has put on third graders, or the harm it threatens to do to some of North Carolina’s most vulnerable eight-year-olds. Stronger action is needed.

Read to Achieve contains three fundamental flaws.

1. It requires that children be retained based on test scores. Decades of research have clearly established that in most cases retention does children more harm than good. A decision of such importance should be made by parents and teachers who work closely with children and know them as individuals, rather than by a piece of legislation passed in Raleigh.

2. It makes life-changing decisions based on standardized test scores. While standardized tests can provide useful information, they measure only a narrow set of the skills needed to read avidly and well. When standardized test scores are used in high-stakes decisions such as retention or mandatory summer school, schools often focus all their efforts on the skills the tests can measure. Rather than reading and exploring rich, engaging texts, students at all levels are forced into a dull routine of worksheets and skills practice that diminishes both their love of reading and their interest in school. While the 36 “portfolio” tests created in response to the legislation exacerbated this situation, the fundamental problem lies in the high-stakes use of test scores.

3. It begins its most significant intervention far too late.
Successful reading requires a strong foundation at an early age. Rather than imposing penalties in third grade, legislation should focus efforts and funds on providing additional supports for challenged readers starting in kindergarten or earlier.

We do not believe that our General Assembly needs or wishes to punish children in order to focus the attention of adults on the problems with reading that North Carolina children face.

If members of the General Assembly wish to help children learn to read, and to reduce out-of-control testing, they will take a close look at the results of their own actions. We call on them to draw on the experience and advice of North Carolina teachers, students and parents. They should remove the threat of test-based retention, postpone the “portfolio” requirements until a set of non-test-based portfolio items can be developed, and find resources to provide more intensive support for struggling readers in earlier years.

North Carolina Parents call on General Assembly to end Read to Achieve, Fix Read to Achieve Now and a coalition of concerned North Carolina parents call on our fellow parents across the state to urge their state representatives to end the disastrous Read to Achieve program, and to invest instead in more efficient and effective strategies for improving reading skills, such as prekindergarten and additional assistance in earlier grades.

We all share the goal of having all of North Carolina’s children read well by the end of third grade. But the Read to Achieve legislation focuses on two highly problematic strategies: student retention and the use of standardized test scores to make high-stakes decisions for individual students. Research makes clear that both of these strategies do more harm than good.


The focus on high-stakes testing and punitive consequences have forced third grade classes across the state into a morale-killing focus on stressful test prep. It has also saddled districts with a set of badly-planned and underfunded mandates that will do little to provide struggling readers with the kind of help they need. While some of these problems have been magnified by the hasty passage and rocky implementation of Read to Achieve, they are rooted in the law’s fundamental flaws.

Legislators have suggested that they plan to modify Read to Achieve to exempt more special needs students from the law’s requirements. This is not sufficient. No child should be judged solely by a test score, and no child should be retained because of the mandate of a top-down state program that does not consider individual circumstances.

Our North Carolina legislators should not be using problematic strategies copied from other states to micromanage North Carolina’s schools and students. Our children deserve better. Read to Achieve needs to go.

If you’re ready to act, the Fix Read to Achieve Now site has sample letters, information about finding your legislators and a petition that calls on legislators to stop treating children as test scores, and instead let teachers and parents determine what is best for each individual child.

For this to become a statewide movement, parents need to be sharing this information within their own communities. If you would like to help spread the word in your community, please e-mail Or look for us at the Community Rally for Public Education at Charlotte’s Marshall Park, Saturday, May 10, noon-2 p.m.



An account of the problems with Read to Achieve can be found at:

A summary of the problems with retention can be found at: Retention.pdf

A summary of the problems with test-based retention programs can be found at: