In a controversial statement, Stacy Davis Gates, the president of the Chicago Teachers Union (CTU), has sparked a nationwide debate by declaring that standardized tests are "junk science rooted in white supremacy." During an interview on a Chicago radio station, Gates criticized the reliance on these tests, asserting that they perpetuate systemic racism and were historically developed as tools of eugenics to prove racial inferiority. Her comments have drawn both support and criticism, reigniting discussions on the role and fairness of standardized testing in American education.
Gates made these remarks while defending the CTU's demands for a 9% pay raise and additional funding for various social programs, including services for transgender students and abortion coverage. Despite the union's push for higher wages, the reality in Chicago Public Schools (CPS) is grim. A staggering 31% of elementary students are proficient in reading, and only 19% are proficient in math, according to recent assessments. The poor performance has led to questions about the efficacy of current educational strategies, with many critics pointing to the union's leadership as part of the problem.
https://x.com/illinoispolicy/status/1823833107616666096
Critics argue that Gates' comments are an attempt to deflect responsibility for the dismal state of education in Chicago. They suggest that blaming standardized tests for low academic achievement ignores deeper systemic issues within the CPS, such as inadequate teaching and a lack of accountability. Conservative commentators have been particularly vocal, accusing Gates of playing the "race card" to excuse failing educational outcomes under her leadership. Some have gone as far as to label her remarks as a form of "soft bigotry of low expectations," implying that Gates' stance could lower academic standards and harm the very students she claims to protect.
On the other hand, some education advocates support Gates' critique, arguing that standardized tests often fail to capture the full spectrum of student abilities, particularly for students from marginalized communities.
https://x.com/Austin__Berg/status/1823523998380253437
They contend that these tests can reinforce existing inequalities by favoring students from more privileged backgrounds who have access to better resources and preparation. This viewpoint holds that the education system needs a more holistic approach to evaluating student success, one that takes into account different learning styles and cultural backgrounds.
The debate over standardized testing is not new, but Gates' remarks have brought it back into the spotlight with renewed intensity. In response to the controversy, some educational institutions have revisited their stance on standardized tests. For example, the Massachusetts Institute of Technology (MIT) temporarily suspended its test requirements during the COVID-19 pandemic but later reinstated them, citing the tests' usefulness in identifying academically prepared students from disadvantaged backgrounds. This decision underscores the complexity of the issue, as institutions grapple with the challenge of balancing fairness with the need for objective measures of academic readiness.
Gates' comments have also had political ramifications. As the head of the CTU, which has significant influence in Chicago's political landscape, her statements are seen as reflective of broader ideological shifts within the union. Critics argue that such rhetoric could further polarize debates on education reform, making it harder to find common ground on how best to improve public schooling for all students.
As the controversy continues to unfold, it is clear that the debate over standardized testing and its implications for educational equity is far from settled. Whether Gates' comments will lead to meaningful changes in how students are assessed or further entrench existing divides remains to be seen. What is certain, however, is that the discussion she has sparked will continue to shape the conversation around education reform in the United States for the foreseeable future.
When I was in high school in the middle 60s, I had a teacher move from the inner city of Chicago to the suburbs because he had gotten tired of being threatened daily by gangs. It seems that the school system hasn’t changed and gotten less interested in teaching the 3 “Rs”. Teachers should be paid according to how well their students do in reading, writing, math, English, science and thinking, not to mention speech and being able to communicate clearly. Oh right, those times have changed and wokisem, racisms, and trans/LGBQ etc is being taught instead. No wonder our young people can’t think, read, write or speak.
You cannot make a silk purse out of a sow’s ear. Teacher pay based on test scores and grades would be punishing teachers who have no control over whether what they are working with is silk or not. The issue in this article is about eliminating standardized tests that expose the fact that grades among schools are not equivalent.
So I guess now that we will continue to get functional illiterates from our schools! Being retired military, I always look at this from a military view point. Back in the 1800’s the military’s of the world decided that to be a non-commissioned officer you needed to be able to read and write, at least at a basic level. If we are getting in functional illiterates they will stay privates! Not being able to read or write would NOT be seen as a military asset. Contrary to popular belief, the military has to be able to function at the most basic level, when necessary. When all the fancy hardware isn’t working we still use messengers like they did up until WW2/Korea. Soldiers not able to remember messages will result in disaster.
Why stop at complaining about standardized tests? Why not declare that schools are rooted in white supremacy? If schools are closed, then every child can learn without that problem. How would be determined in freedom from the state. With such freedom, grifters would lose a state subsidized source of power. They would not go that far, because that is beyond the money and power.
Interesting concept TruthLazer. Prior to creating the Sec of Education, ALL states did determine what was taught! As a parent I was aware that Texas had such a high standard that most students were put back a grade. When you were reassigned to another state most students were a year ahead! Now the states have sold their choices to the federalies for a federal subsidy and can’t afford to turn it away. Also this subsidy includes money for school lunches! This is why, under Mrs Obama the schools served sweet potato French fries which the students refused to eat!