And In Their Own Words

This young man should be commended for standing up for himself and his fellow students against a system he feels is unfair. He made sure he started his protest from a position of power, as he is ranked 6th in his class. All of our seniors should be as thoughtful and well-spoken as he. I couldn't have said it better.

Reader's Forum: Here are the reasons why I didn't graduate from Federal Hocking last weekend
By John Wood

Sunday was my high-school graduation. However, despite being ranked sixth in my class, I did not cross the stage or receive a diploma. I did not drop out at the last minute and I was not expelled. I didn't graduate because I refused to take the Ohio Proficiency Tests.

I did this because I believe these high-stakes tests (which are required for graduation) are biased, irrelevant and unnecessary.

The bias of these tests is demonstrated by Ohio's own statistics. They show consistently that schools with high numbers of low-income and/or minority students score lower on state tests. It is argued (in defense of testing) that this is not the test's fault, that the scores are only a reflection of the deeper social economic injustices. This is very likely true. What makes the test biased is the fact that the state does little or nothing to compensate for the differences that the students experience outside the classroom.

In fact, the state only worsens the situation with its funding system. Ohio's archaic school-funding system underfunds schools in poorer areas because it is based on property taxes. The way we fund our schools has been declared unconstitutional four times, and yet the state Legislature refuses to fix the problem.

The irrelevance of these tests is also demonstrated by state statistics -- in this case, the lack of them. In 13 years of testing, Ohio has failed to conduct any studies linking scores on the proficiency test to college acceptance rates, college grades, income levels, incarceration rates, dropout rates, scores on military recruiting tests, or any other similar statistic.

State officials have stated that it would be too difficult or costly to keep track of their students after high school but I find this hard to believe. My high school is tracking my class for five years with help from the Coalition of Essential Schools. Certainly, the state, with all its bureaucrats, could do the same.

Both of these factors, the test's biases and irrelevance, contribute to making it unnecessary. This system is so flawed it should not be used to determine whether or not students should graduate. More importantly, a system already exists for determining when students are ready to graduate.

The ongoing assessment by teachers who spend hours with the students is more than sufficient for determining when they are ready to graduate. However this assessment is being undermined by a focus on test preparation that has eliminated many advanced courses and enrichment experiences. Additionally, since the tests do not and cannot measure things such as critical thinking, the ability to work with others, public speaking, and other characteristics of democratic citizenship, these things are pushed aside while we spend more time memorizing for tests.

After almost a decade and a half of testing, many people cannot imagine what could be done in place of high-stakes testing, but here in southeast Ohio, alternative assessments are alive and kicking. At my school, Federal Hocking High School, every senior has to complete a senior project (I built a kayak), compile a graduation portfolio, and defend his or her work in front of a panel of teachers in order to graduate. These types of performance assessments are much more individualized and authentic, and are certainly difficult, something I can attest to, having completed them myself.

There may be a place for standardized testing in public education, but it should not be used to determine graduation.

Because of these reasons, I decided to take a stand against the Ohio Proficiency Tests, even though it would cost me my graduation and diploma. But why such a drastic measure? The reason is simple; someone has to say no. Education is the key to maintaining our democracy, and I have become disgusted by the indifference displayed by lawmakers who make statements about the value of public education while continuing to fail to fairly and adequately fund it or commit to performance-based assessments.

I have written a number of state senators and representatives from both parties recommending the state allow districts to set alternatives to high-stakes tests for graduation. Having done everything required for graduation but take the tests, I thought I would provide them an opportunity to rethink testing. Sadly, I have not received a response from any of them, even after personally approaching and rewriting them.

What this has taught me is that one voice is not enough, and to make a difference in our democracy, the people must speak with a unified voice. I encourage everyone concerned about the damage being done by high-stakes testing and inadequate funding of public education to speak out. Join me in just saying no to high-stakes testing.

Editor's note: John Wood is a non-graduate of Federal Hocking High School in Stewart. He will be attending Warren Wilson College in Ashville, N.C.