(De)constructing the Myth of Mediocrity

This chapter systematically explores the United States’ reliance on standardized testing in American education. The chapter traces standardized testing’s racist origins and inequities. The author clearly exposes the failure of these tests to meaningfully raise student achievement. From Common Core to Next Gen Learning Standards, there have been billions of dollars invested, yet the national reading and math scores have remained stagnant since 2000. The pandemic highlighted these systemic flaws, but policymakers insisted on testing and attempts to “close the gap.” The chapter suggests that pausing to reevaluate priorities would have led to much better results. Interviews and research by John Rosales, Tim Walker, and Dr. Dave Schmittou support the author’s claims of educational malpractice perpetuated via over-testing. The author herself shares personal experiences serving on test-making committees, and argues that these tests may say “teachers were a part of its creation,” but her experiences prove otherwise. This chapter argues that testing companies dismiss teacher expertise in order to create cycles of remediation that will bring them more money. Through a candid conversation with Mary Catherine Ricker, former Minnesota Commissioner of Education and union leader, the chapter argues that there are no quick fixes. Ricker argues that there is hard work ahead to dismantle a system that pushes compliance over care. The author encourages a shift from deficit-based grading and narrow measures of “achievement.” Instead, she argues that educators must build strengths-based approaches grounded in student joy, community partnership, and authentic learning. The chapter suggests that we must reclaim the narrative of education. We must move past the attitudes of “business as usual,” and design an equitable system where students’ test scores don’t define their success.