High Stakes=High Stress

For 10^th grade teachers across Baltimore City, there is a little, black cloud hovering overhead. That cloud is better known as the Maryland High School Achievement tests. Throughout the year we are reminded of the importance of having our students pass these tests. Pressure from administration, state officials, and parents alike looms around every corner. While we are repeatedly reminded that, according to educational research, teaching “to the test” is ineffective, we are reminded even more so that our numbers of students that pass the test will be used to judge our teaching ability.

That lurking shadow of that little, black cloud grew a bit larger when it was announced that, beginning with the class of 2009, all students in Maryland MUST pass their H.S.A. tests in order to graduate. Now, not only are schools feeling pressure from the state to ensure that all students pass the HAS exams, but they are feeling the additional pressure of coming up with the time, materials, and teachers to help students who have not passed complete Bridge projects. These projects are tedious, time consuming, and make no allowances for students with special needs. Those involved with them, hate them. They are often used as ‘threats’ for students who seem disengaged from preparing for the HSAs: “You better focus so you can pass the HSA or you’re going to end up spending your afternoons and Saturdays doing Bridge projects for the rest of your high school career!” Wouldn’t all of the extra time, effort, and resources being spent on Bridge projects be better spent enriching curriculum and other programs in the school, and ensuring change so that we can provide our students with the best education possible and help them reach their full potential?

How is all this extra stress, brought on by the demands of HSA and Bridge requirements, helping our teacher, students, and schools?