Testing debate only hides larger problem

On 12-10, a Daily Herald editorial criticized the decision by the Illinois State Board of Education to require students still learning English to take the same tests as English-speaking students.

In the same edition was a front page story by Emily Krone about the decision.

In the story, local school administrators were quoted as fearing that the decision would sink test scores in the suburbs.

Worrying about the negative impact on test scores if students new to English are tested with English-speaking students, is a little like worrying about a leaking faucet when the house is on fire.

For the past five years, more than 40 percent of all high school juniors in the state have failed to meet minimum standards in reading, science and math.

Instead of a story and editorial about a tiny percentage of students new to English impacting test scores, a more appropriate story and editorial would have been to ask why more than 40 percent of English-speaking students are failing to meet minimum academic standards.

School administrators and school boards should worry less about the testing of students new to English and worry more about why all those juniors are unable to meet academic standards.

The poor tests of recent years cannot be blamed on the testing of students new to English.

I agree with the decision of the Illinois Board of Education to require the testing of all students.

Based on the Prairie State Achievement Exam scores, major reform of how students are taught is absolutely essential.

By the time a student has been in a school system for a year, that student should be proficient enough in English to test with all other students.

If not, then there is definitely something wrong with the school.

Victor Darst

West Dundee