Response to last week’s conversation

Commenters on the AJC Get Schooled blog debated the role of America’s high-stakes testing culture in the Atlanta cheating scandal. Here is a sampling of reader comments:

Boo: I am tired of hearing about the “culture of testing.” Not that I agree with testing, but let’s not fool ourselves into thinking these were good and moral people and they got caught in a web. They cheated because they wanted the money, and they didn’t give a rat’s behind who got hurt in the process. Those bonuses looked mighty tempting, and they knew they couldn’t get them by ethical or legal means.

AvgGeorge: Four main tests matter in Georgia: the Armed Services Vocational Aptitude Battery for entrance and placement in the military, the Compass for entrance and placement in technical colleges, and the ACT and SAT for entrance and placement in four-year colleges. If we really want to teach to the tests, these are the tests to teach to, and all curriculum and testing should be focused first on scoring well on these tests.

Dog: Let me say this: There is nothing wrong with testing. What is wrong is expecting improvement in schools that have significant issues (discipline, attendance and social promotion) without addressing any of these issues. Effectively address these issues, and I will bet you the schools will naturally show improvement.

Poad: Greed is what drove the cheating more than any other factor.

Gact: Atlanta Public Schools teachers are well paid — and it is deserved, considering the daily hazards — so a bonus of $2,000 was not the motivating issue. I believe a culture of fear and intimidation was. On average, these teachers make well over 60 grand, and there is little to be gained from $1,400 after taxes at best. Seasoned teachers, I am sure, made well over $70,000. I am not convinced money was the motivator when all things are considered.

Quid: There are many districts in Georgia that consistently have high test scores. I work for one. I am not sure how my students would do without the test prep time that takes away from my other teaching. I do know the district I work for spends funds that could go for basic tutoring of struggling students on specific test prep programs. I do know I spend class time familiarizing my students with test format and question examples. I do know that this year, we elementary teachers have had to take class time trying to teach typing skills to our students so they can type out essay answers on the Georgia Milestone tests. That’s right, elementary students now have to type their essay responses.

Shear: The genesis of this standardized testing was stories of students graduating from high school unable to read or do math at a basic level. Even now, there are schools where students routinely make As and Bs in classes, but fail the corresponding state End-ofCourse Tests. Eliminating high-stakes testing will not solve the original integrity problem. What is the answer?