PART 2: STAKEHOLDER ESSAY ONE

A Perspective of an Organization Against Standardized Testing

Erica Ashley Tateishi

Wednesday, March 31, 2021
Barr: Dual Enrollment English Composition – Period 3
 “Using a single standardized test as the sole determinant for promotion, tracking, ability
grouping, and graduation is not fair and does not foster equality or opportunity for students
regardless of race, income, or gender.”
-Singer
 NAACP

Standardized testing is a controversial issue: should it be used to assess students’

academic performance or is it inaccurate? The National Association for the Advancement of

Colored People (NAACP) thinks the latter. NAACP is one of the nation's oldest and largest civil

rights organization. An issue brief that was held in San Antonio, Texas provides insight on

NAACP’s views on why standardized testing should not be used for assessment. “Using a single

standardized test as the sole determinant for promotion, tracking, ability grouping, and

graduation is not fair and does not foster equality or opportunity for students regardless of race,

income, or gender” (Singer, 2018). One could ask what could be used in place for these high-

stake tests and NAACP already has the answer. They believe that multiple measures should be

included such as teacher evaluations and student grades (Singer, 2018). Being against

standardized testing, especially from the point of view of black people, goes way deeper than just

its inaccuracy.

To better understand the role of black people in education and everything leading up to

today, we must look into the historical and social political aspects. “Ever since the days of

slavery, constraining black education was used as a method to quell black agency and fears of

slave rebellions. This denial only intensified Black people's desire for education. After

emancipation, black education was relegated to poorly funded segregated schools” (History of

Black Education). With poorly funded schools, black students did not get the same education as

their white counterparts. With poor education, came poor scores on standardized exams, which is

not the fault of black people, it is the systems in place that makes them fail inevitably that is at
fault. “In the 1960s, the federal government started pushing new achievement tests designed to

evaluate instructional methods and schools” (Gershon, 2015). It is extremely coincidental that

the large scale of black students in white universities started to be noticed (qtd. in History of

Black Education). Of course, we cannot solely base racist intentions on assumptions, so there is a

solid quote to back this up. Carl Brigham, a psychologist and eugenicist “wrote that African-

Americans were on the low end of the racial, ethnic, and/or cultural spectrum” (The Racist

Beginnings of Standardized Testing, 2021). “Testing, he believed, showed the superiority of “the

Nordic race group” and warned of the ‘promiscuous intermingling’ of new immigrants in the

American gene pool” (The Racist Beginnings of Standardized Testing, 2021). This shows that

there were people, those considered professionals, thought that white people should prosper

while other races should remain “inferior”.

NAACP’s goal is to ensure "that every student of color receives a quality public education that

prepares him or her to be a contributing member of a democracy” (Education, 2020). With the racist

system that already has been put in place that puts minorities at a disadvantage in these high-stake

tests, the NAACP saw the issue and decided to help go against the need for standardized tests.
 Works Cited

“Education.” NAACP, 7 July 2020, naacp.org/issues/education/. Accessed 31, March 2021.

Gershon, Livia. “A Short History of Standardized Tests.” Daily JSTOR, 2015,

daily.jstor.org/short-history-standardized-tests/.

History of Black Education,

www2.kenyon.edu/Depts/Amerstud/blackhistoryatkenyon/Individual%20Pages/History

%20of%20Black%20Education.htm. Accessed 31, March 2021.

Press, Associated. “Detroit NAACP to Monitor Voting Sites for Intimidation.” Wgvu,

www.wgvunews.org/post/detroit-naacp-monitor-voting-sites-intimidation.

“The Racist Beginnings of Standardized Testing.” NEA, 2021, www.nea.org/advocating-for-

change/new-from-nea/racist-beginnings-standardized-testing.

Singer, Steven. “The NAACP Once Again Opposes High Stakes Standardized Testing!”

Gadflyonthewallblog, 18 July 2018, gadflyonthewallblog.com/2018/07/18/the-naacp-once-

again-opposes-high-stakes-standardized-testing/.
 Bibliography

“Education.” NAACP, 7 July 2020, naacp.org/issues/education/. Accessed 31, March 2021.

“Find Your Source.” Citation Machine, a Chegg Service, www.citationmachine.net/mla8/cite-a-

website.

Gershon, Livia. “A Short History of Standardized Tests.” Daily JSTOR, 2015,

daily.jstor.org/short-history-standardized-tests/.

History of Black Education,

www2.kenyon.edu/Depts/Amerstud/blackhistoryatkenyon/Individual%20Pages/History

%20of%20Black%20Education.htm. Accessed 31, March 2021.

Press, Associated. “Detroit NAACP to Monitor Voting Sites for Intimidation.” Wgvu,

www.wgvunews.org/post/detroit-naacp-monitor-voting-sites-intimidation.

“The Racist Beginnings of Standardized Testing.” NEA, 2021, www.nea.org/advocating-for-

change/new-from-nea/racist-beginnings-standardized-testing.

Singer, Steven. “The NAACP Once Again Opposes High Stakes Standardized Testing!”

Gadflyonthewallblog, 18 July 2018, gadflyonthewallblog.com/2018/07/18/the-naacp-once-

again-opposes-high-stakes-standardized-testing/.
 PART 2: STAKEHOLDER ESSAY TWO 

A Perspective of an Organization for Standardized Testing 

  

  

  

  

Erica Ashley Tateishi 

Sunday, April 4, 2021 

Barr: Dual Enrollment English Composition – Period 3 

 
 
 

 
 
 
 
  
  
  
  
  
   
  
  
  
  
  
  
  
  
  
  
  
  
 
 
 
 
 
 
 

“Teacher grading can be subjective in other ways... But when students take a standardized exam,

a much clearer view of academic mastery emerges” 

 -Churchill 

  

Outline 

Introduction: provide the side of argument. Opinions of people in the organization. 

Second paragraph: provide background. No child left behind act 

Third paragraph/conclusion: wrap it up. 

 
 Thomas B. Fordham Institute 

Standardized testing is a controversial issue: should it be used to assess students’

academic performance or is it inaccurate? Aaron Churchill is the Ohio research director for the

Thomas B. Fordham Institute and supports the matter. In this role, Aaron oversees a portfolio of

research projects aimed at strengthening education policy in Ohio. He not only takes objectivity

into consideration, but also comparability and accountability. He says that “Teacher grading can

be subjective in other ways... But when students take a standardized exam, a much clearer view

of academic mastery emerges” (Churchill et al. 2021). This allows for the state and

other academic institutions to see that the students did get the grades they got with the work they

put in. With the other two points, Churchill says that comparability is a good reason for

standardized tests because parents would like to see where their children at compared to the

state’s standards (2021), As for accountability, students’ scores on these exams reflect on the

school, and doing so will allow the state to know what schools needs intervention. 

Standardized tests were to give everyone an equal chance. The No Child Left Behind

Act, issued by the government, point was “to close student achievement gaps by providing all

children with a fair, equal, and significant opportunity to obtain a high-quality education”

(OSPI). Before the Act was passed, annual testing, accountability systems, and disaggregation

were not at its best. The act forced the states to improve on these, instead of standardized tests

being compared to students’ peers, it held all students to the same standard (Education Next, et

al. 2020). Standards are goals that people should be meeting, so when states provide standards

for students to meet, it can help them get to that standard, which helps them and the school.  
 Someone else a part of the Thomas B. Fordham Institute, Dale Chu states

that “Standardized tests certainly have their flaws, but the truth is that all indicators are flawed.

Nevertheless, civil rights groups, among others, value their illuminating powers” (Chu

2021). The claim that there are civil rights groups that support standardized testing helps support

his argument because civil rights groups advocate for fairness and equality.  

 
 Works Cited 

Cover Page: “Thomas B. Fordham Institute Ohio.” PIE Network, 22 Sept. 2016, pie-

network.org/pie_members/thomas-b-fordham-institute-ohio/. 

Chu, Dale. “Standardized Testing in the Crosshairs.” The Thomas B. Fordham Institute,

fordhaminstitute.org/national/commentary/standardized-testing-crosshairs.  

Churchill, Aaron, et al. Bless the TESTS: Three Reasons for Standardized Testing. 4 Feb. 2021,

fordhaminstitute.org/national/commentary/bless-tests-three-reasons-standardized-testing.  

Education Next, et al. “School Accountability Before, During, and After NCLB.” Education

Next, 26 Mar. 2020, www.educationnext.org/school-accountability-before-during-and-

after-nclb/.  

OSPI, www.k12.wa.us/policy-funding/grants-grant-management/every-student-succeeds-act-

essa-implementation/elementary-and-secondary-education-act-esea/no-child-left-behind-

act-2001#:~:text=All%20students%20are%20expected%20to,obtain%20a%20high

%2Dquality%20education. 

 
 Bibliography 

“Citing a Website in MLA.” Citation Machine, a Chegg

Service, www.citationmachine.net/mla8/cite-a-website. 

Cover Page: “Thomas B. Fordham Institute Ohio.” PIE Network, 22 Sept. 2016, pie-

network.org/pie_members/thomas-b-fordham-institute-ohio/. 

Chu, Dale. “Standardized Testing in the Crosshairs.” The Thomas B. Fordham Institute,

fordhaminstitute.org/national/commentary/standardized-testing-crosshairs.  

Churchill, Aaron, et al. Bless the TESTS: Three Reasons for Standardized Testing. 4 Feb. 2021,

fordhaminstitute.org/national/commentary/bless-tests-three-reasons-standardized-testing.  

Education Next, et al. “School Accountability Before, During, and After NCLB.” Education

Next, 26 Mar. 2020, www.educationnext.org/school-accountability-before-during-and-

after-nclb/.  

OSPI, www.k12.wa.us/policy-funding/grants-grant-management/every-student-succeeds-act-

essa-implementation/elementary-and-secondary-education-act-esea/no-child-left-behind-

act-2001#:~:text=All%20students%20are%20expected%20to,obtain%20a%20high

%2Dquality%20education. 
 Action Research

In my group consisting of Michael and Riley, we came together and talked about our

research so far. Riley’s stakeholders, stakeholder one shows how social media can help promote

healthy ways to combat mental health while stakeholder two shows what mental disorders derive

from the daily use of social media. For her common ground, she states that social media should

be limited as well as having platforms to be able to openly discuss mental health to help each

other and allow people to be educated on the subject. This take on coming together to allow

social media to become a safe space for people rather a space that harms them is something I feel

is a nice solution. With the improvement of technology, social media has become an important

part of human interactions and to be able to help improve the bad aspects of social media rather

than eliminating it is a nice alternative. Michael also agrees with Riley’s common ground.

Michael’s research topic is on cystic fibrosis and clarifies it is not a debate paper, rather it

is a comparison paper. Stakeholder one consists of cystic fibrosis in the world compared to cystic

fibrosis in the United States, such as different treatments in different countries and the amount of

people who do have it. Riley and I agree that this will make an interesting comparative essay.

My research topic is on whether standardized testing should be used to assess students’

intelligence. Stakeholder one shows that standardized testing is not helpful with the assessment

of intelligence as it is not accurate. Stakeholder two shows the importance of these high-stake

tests and says that they are, in fact accurate. All three of us take the side of stakeholder one.

Riley brings up a point saying that each individual student learns differently, so these

standardized tests will not show one’s intelligence. One student could be a better test taker

compared to people with test anxiety, causing them to do bad, even though they do know the

material. For my common ground, standardized tests would still be used, but instead of the tests
determining our whole future, there would be other assessments throughout the year that is

weighted into our performance on tests at the end of the year. New Zealand for example has

internals hat they do throughout the year, which are research essays that they do for their class,

along with high-stake tests at the end of the school year. Not only that, but they also get two

weeks of study leave to be able to study and not worry about class homework. Instead, they can

use these two weeks to focus on standardized testing, since it does determine our future. Riley

likes New Zealand's take of internals. She believes that these essays can show strengths and

weaknesses easier. They also have the opportunity to research a topic that they have interest in,

rather than taking a big test on one subject that they might not like. Michael ads in his input on

what the common ground could be. He says that testing students throughout the year with small

quizzes instead of having one big test at the end of the year would be a good alternative, as pro-

standardized testers still have tests for students to show their knowledge. Riley agrees with this

as well, as she says it is a good way to have students show their abilities and allows them to

retain the information they learn, rather than learning to forget it once the standardized tests are

over.