Debate-ability of Use
This test is regarded as 'useless' to most teachers in local high schools, since it shows a student's performance two years prior entering the high school, however, it remains unchanged due to a lack of communication in the hierarchy of the school systems, and limited corporate interest. There are also many breaches that have been reported to the head-of-staff that include cell phones ringing, incorrect use of time, and filling in/correcting parts of the test that were either completed prior or have yet to be completed. It is also worth note that most students and teachers regard the essay section of the test as useless, since it gives the impression that it is created to mentally wear students down, rendering them almost incapable to grasp new ideas or concepts for the weeks that the test is administered.
There are many other issues and challenges that arise when administering the CMT's. "English Language Learners (ELL's) present a particular set of challenges, in that teachers must be able to provide instruction for the wide range of language skills that second language learners possess when they enter a classroom”. Teachers face the challenge of designing content instruction that meets both the needs and levels of ELL’s. “Many elementary and high school classroom teachers are not familiar with Specifically Designed Academic Instruction in English, a set of strategies that makes the regular curriculum for fluent speakers accessible to those learning the English language” (Hernandez, Herter, & Wanat, 2008, p. 107). In a study that consisted of 29 participants, Anita Hernandez found that many of the teachers stated that they had very little knowledge of what to do when working with second language learners acquiring English (Hernandez et al., 2008). While many issues arise when educating such a diverse population, of particular concern is literacy. Currently data from the National Center for Education Statistics for reading, show that 73% of ELL children in the fourth grade score below the “basic” level on standardized assessments, indicating that a significant number did not have at least partial mastery of the skills needed for grade-level work (Farver, Longian & Eppe, 2009).
The issue of ELL students in the classroom is becoming more of a predominant issue. According to the National Education Association, the number of ELL students in United States classrooms has increased to five million and doubled in the last fifteen years. The numbers are expected to double again by the year 2015. While 8 out of 10 are Spanish speaking, there are over 100 other languages spoken by other ELL students. The National Education association has been calling on congress to make changes to standardized tests to accommodate this vast majority of students but currently no action has been taken.(NEA.org) These students are expected to master content on a standardized test in a language that they cannot fluently speak or read. The pressure is put on teachers to help these students reach unrealistic goals that adversely affects their future success. Changes need to be made and more support must be integrated into our schools if we ever expect to resolve the educational issues we are facing in this country.
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