Questions posed to National PTA:

Who were the 24 states that provided input on the development of the position statement?

What methodology was used for collecting the data

Who are the 'external stakeholders' that gave input to this position statement as referenced
in the 2/11/16 communication Guidance on National PTA's Assessment Position
Statement.

In addition, we ask:
Without violating any internal policies/practices with regards to discussing the Board of
Directors or Legislative Committee's discussions, we are asking that National PTA be as
transparent as possible in sharing specific research based data used in developing this position
statement, questions used to solicit input and to what extend & how was current state level
advocacy, laws and polices taken into consideration.

Response from National PTA:

I wanted to take a moment to address some of the questions that both you and the Delaware
Board of Directors had concerning the National PTAs Position on Assessment.
You inquired as to why National PTA addressed the matter of parent opt out now. Over the past
year, during the reauthorization of the Elementary and Secondary Education Act (ESEA),
several federal legislative proposals were introduced related to opt-out/student participation in
assessments. Since National PTAs Student Assessment and Testing position statement was
originally adopted in 1981 and was no longer aligned with current policy and practice at
federal, state and local levels it was essential that the association address assessment in a
comprehensive manner.
Furthermore, as a national association PTA was asked by numerous policymakers and other
education stakeholder groups for its stance on assessment. Since the Student Assessment and
Testing position statement was woefully out of date, PTA had to remain silent on some of the
issues regarding assessment during ESEA reauthorization and could not comment on some
related federal legislation. Therefore, the Legislation Committee prioritized the development of a
comprehensive position statement on assessment as the topic was prevalent in local, state and
federal education policy discussions, including the Every Student Succeeds Act (ESSA). In its

entirety the assessment position statement covers the need for high quality assessment systems
and how parents and families must have a seat at the table regarding the development, adoption,
use and frequency of state assessments. Language regarding opt-out in the position statement
was included as the issue has become intertwined with federally required assessments, state
accountability systems and the need for reliable data to support student growth and learning and
improve instruction for all students.
Regarding the process of adopting a position statement, please know that according to the
National PTA bylaws, the National Legislation Committee reviews the legislative program of
National PTA and makes recommendations concerning the program to the board of directors.
The Assessment Position Statement was researched and drafted by the Legislation Committee
over the course of several months and finalized in November 2015. The Legislation committee
moved to send the position statement to the board of directors at its December 8, 2015 meeting
and the draft position statement was shared with the Board on December 23, 2015 prior to its
January meeting.
Our Bylaws state under, Article XVIII:
The legislation committee shall review the legislative program of National PTA and shall make
recommendations concerning the program to the board of directors.
As you know, National PTA position statements are official documents adopted by the board of
directors to address an issue that requires immediate action. These statements outline the
opinion, will, or intent of the association to address national problems, situations, or concerns
affecting children and youth and require unified action to seek resolution on the issue. Per the
National PTA Board Policy Manual, before a new position statement is presented to the National
PTA Board of Directors for consideration, it shall be researched, drafted and edited by or with
the assistance of the appropriate National PTA staff and committee(s), as well as any members
of the board of directors with special knowledge and expertise in the area of concern. A
recommendation for adoption of a new position statement shall be sent with substantiating
background to all members of the National PTA Board of Directors for study in advance of the
board meeting at which it is to be considered. Board members shall receive the following in
writing prior to the meeting at which the proposed position motion presented for discussion:
a. the proposed position statement;
b. the reasons why immediate action is necessary;
c. the intended use for such statement;
d. background information; and
e. alternative proposals and minority reports that may have been made by a committee.
This position statement was developed to provide guidance and support PTAs, parents and
families to engage on the issue of assessments. Many states are working to implement highquality assessment systems that seek to provide critical information to parents, students and
educators. The position statement provides numerous recommendations on how states and
school districts can improve assessments and reduce the amount of required tests. The
recommendations include audits of assessment systems to eliminate unnecessary tests; ensure

appropriate development, reliability and implementation of high-quality assessments; allow for

clear and multiple means of communication and engagement with families on assessment;
improve the timeliness and comprehension of assessment results; and provide adequate
professional development to educators on the development, use and evaluation of assessments
and the data they provide. One recommendation in particular calls on states to consult parents
in the development of a strategic assessment system that supports student learning and growth.
As outlined in the position statement, the association does not believe that opting out is an
effective strategy to address the frustration over testing. A blanket, mass opt-out of staterequired assessments is not supported by National PTA. However, being an active and engaged
advocate on behalf of full student participation in high-quality and comprehensive assessment
systems that measure student growth and achievement is the intent of the position statement.
National PTA staff recommends that Delaware PTA not engage in advocacy in support of HB
243. If passed as written, the bill would be in violation of federal law. Under ESSA, states must
annually measure at least 95% of students on the federally required state assessment and factor
that measurement as a stand-alone factor in the state accountability system. States must explain
what will happen to a schools rating if fewer than 95 percent of all students, or of any group of
students do not participate in the state assessment. Additionally, the bill goes against the
associations position statement on assessment. The bill would allow parents and students to optout of state required assessments which would undermine the value of assessments to promote
student growth and learning and result in incomplete data sets that would hinder student and
school interventions and supports. The bill articulates that the state cannot use low participation
rates against a school or district since the decision to opt-out is made by a parent. Your support
of the proposed law in effect supports opt-out policies, which will be in opposition to the
National PTA position statement.
And lastly, I would like to address your concerns that National PTA has received funding from
any group to advocate for a particular issue. Over the past few years, National PTA applied for
and received grants from several organizations, including the Bill & Melinda Gates Foundation,
GE, and the Collaborative for Student Success to help fund its efforts to educate and support
parents and educators across the country as the college and career readiness standards are
implemented in classrooms. With the grants, National PTA and its volunteers nationwide have
educated more than 4 million people and conducted trainings for more than 100,000 people on
the standards. National PTA only takes funds that help achieve our goals. We do not create new
goals to get money. Moreover, we have never been asked by any of our funders to take a stand
on the opt-out option. Funders do not drive policy. National PTA does.
Terri, National PTA is committed to ensuring that parents and educators are knowledgeable
about the standards and new assessments. We are also committed to supporting them every step
of way as states transition to the standards and ensuring students are taking high-quality
assessments that are aligned to those standards. I can personally assure you that the
development, review, and adoption of the position statement was a collaborative effort.