By Dale Chu
Even though the energy and enthusiasm for standardized testing seems to have stalled out, there’s no shortage of new developments. Here are four worth highlighting, though how to interpret them I’ll leave to you, dear reader:
1. Stick a fork in Carnegie’s new education initiative: A thought-provoking read by Max Eden on the buzzy collaboration between ETS and Carnegie to develop assessments as part of a broader high school redesign effort. Suffice to say, Eden is bearish on the whole thing. This line in particular stood out:
The left is already turning against standardized tests on the grounds that differences in math achievement prove that math tests are racist. How would they react if Carnegie’s tests were to show racial gaps in “empathy,” “communication,” and “collaboration”?
2. New EdTrust report details how to make assessments more inclusive: EdTrust has always been a stalwart defender of state testing, and they never shy away from being provocative in their advocacy. Consider this line from their report: “As it stands, statewide annual assessment currently center White culture and norms.”
If you dig in, you’ll find a lot of great examples on how to improve assessment design, but the vivid language could risk keeping the report’s recommendations from reaching a broader audience.
3. Pennsylvania will move all standardized testing online in 2026: In the umpteenth example of the bipartisan souring on assessment, the news that the Keystone State is moving testing online buried the lede that the governor said he would “like to get rid of the federally required standardized tests altogether, but that would mean losing $600 million in federal aid.”
4. U.S. colleges are reviving standardized testing: Cornell University became the latest top-ranked higher ed institution to reinstitute standardized testing requirements that were waived in response to the pandemic. This comeback is especially good news for poor and minority students as school officials have noted the potentially deleterious effects of these test-optional policies. To wit, Cornell’s provost stated:
While it may seem counterintuitive, considering these test scores actually promotes access to students from a wider range of backgrounds and circumstances. Our analysis indicates that instituting the testing requirement likely enhances, rather than diminishes, our ability to identify and admit qualified students.