Urban Matters: First of all, congratulations on the enthusiastic reception for your recent TED Talk, “The Billion Dollar Problem in Education,” critiquing America's expensive reliance on standardized classroom testing. It gathered almost half a million on-line views in just a few weeks’ time. What do you think accounts for that high level of interest?

Tanishia Lavette Williams: Education and money are essential topics that touch virtually every American. The bait and hook in the title was about money. Within the first few minutes, I discuss standardized assessments, which every child who has attended school in this country has participated in. By addressing education quality and broader economic implications, the talk would naturally spark curiosity. I also would like to think it’s a good talk. 

UM: Teachers often bemoan the time and energy devoted to “teaching to the test.” In your experience as an educator, how does that play out?

Williams: It detracts from the fostering of holistic learning and critical thinking skills.

Curriculum narrowly focused on test content limits students' exposure to a broader range of knowledge and skills. It often leads to a form of educational myopia, where the richness of a subject is condensed to its most testable elements. As a result, students may miss out on the joy of learning and the opportunity to engage deeply with material that ignites their passions and curiosity. Teachers fighting to meet benchmarks may allocate disproportionate time to test preparation, drills, and strategies at the expense of more interactive, explorative, and creative teaching. This stifles their creativity and flexibility. It diminishes the variety and engagement of classroom experiences for students. 

It also can heighten teacher and student stress levels. Education research consistently shows that stress and anxiety can significantly hinder cognitive function and memory, which ironically may undermine test performance itself.

Additionally, the focus on standardized testing often marginalizes students who may excel in non-tested areas or learn in ways not aligned with the standardized test format. It can lead to a narrow definition of intelligence and success, disregarding diverse talents and potential.

UM: The case for standardized tests is that while grades can be subjective, test scores are a consistent, uniform way to assess learning and teacher performance. What’s your response?

Williams: While this perspective underscores a valid concern, it simultaneously introduces a critical limitation.

Standardized tests, by their very nature, necessitate a defined, uniform set of knowledge and skills to be evaluated across diverse populations. This focus prioritizes topics deemed important enough to be tested, marginalizing others that may be equally vital for a comprehensive education. It narrows what is taught and learned.

Education, in its richest form, fosters a love for learning, encourages curiosity, and prepares students to navigate a complex world. By confining education to the boundaries of what can be standardized and tested, we risk neglecting development of skills crucial for success outside the classroom, such as problem-solving, communication, and adaptability.

Moreover, reliance on standardized tests to measure teacher performance overlooks the nuanced and multifaceted nature of teaching. placing undue pressure to conform to a narrow methodology focused on test preparation.

The challenge is to balance the need for accountability with the imperative to nurture well-rounded, critically thinking individuals. This requires a broader conception of assessment that values diverse forms of knowledge and learning.

UM: New York State appears ready to end its practice, which some say hurts disadvantaged students, of requiring passing a range of standardized exams in order to earn a diploma. Meanwhile, some colleges are re-instituting the ultimate high-stakes exam, the SAT, because they say it actually promotes equity in admissions. Which trend has the upper hand here?

Williams: This interplay vividly illustrates the complex dance of progress in our society. 

New York State's decision is a deliberate step towards acknowledging and addressing the disproportionate impact of these tests on disadvantaged students. It signifies a broader attempt to reimagine an educational landscape that better accommodates the needs of all students, recognizes the diverse circumstances of its learners, and seeks to level the playing field.

Conversely, reinstatement of the SAT represents a retrenchment to traditional metrics of assessment. The argument that standardized tests can serve as equalizers in admissions is contingent on the assumption that the playing field is already level, overlooking the stark realities of educational disparity and the unique vulnerabilities specific student populations face.

The tug-of-war between advancement and retrenchment is symbolic of society's broader struggle to define and achieve equity within structures historically skewed by inequalities.

 The critical question becomes how these policies respond to the needs of the vulnerable. Are we moving towards more inclusive and just education, or are we reinforcing existing disparities under the guise of objectivity and meritocracy?

The objective measure of progress is not simply adoption of new policies or return to old ones, but our collective ability to ensure that every student, regardless of their starting point, is allowed to succeed. 

UM: Final question. You suggest a mantra in your talk of “standards over standardization” to guide education policy. In practical terms, what would that look like in public school classrooms?

Williams: It fundamentally shifts from a one-size-fits-all model to one that embraces diversity in learning and teaching. It focuses on achieving high education standards while honoring each student's unique needs, interests, and potentials. In practical terms, it would manifest in several transformative ways.

Curriculum design would become more flexible and adaptive, emphasizing critical thinking, problem-solving, and creativity. Teachers would have autonomy to tailor lessons to both meet educational standards and engage students' curiosity and interests – encouraging exploration of topics beyond traditional boundaries and fostering interdisciplinary learning.

Teaching would shift towards inquiry-based learning, where students are encouraged to ask questions, research, and explore solutions to real-world problems. By challenging students to think critically and approach problems creatively, we prepare them for a future filled with unknowns as active participants in constructing knowledge, transforming them from consumers of pre-packaged information to architects of their intellect.

 Assessment practices would also evolve. Rather than relying solely on standardized tests they would incorporate portfolios, projects, and presentations that allow students to demonstrate understanding and application of knowledge in diverse ways, acknowledging the multifaceted nature of intelligence and learning, and valuing students' strengths and efforts across a broad spectrum of activities.

Integrating technology and digital literacy into the curriculum would be paramount, not just as tools for learning but as subjects of critical inquiry. 

 Finally, it is essential to foster a classroom environment that celebrates diversity, encourages collaboration, and supports emotional and social development. We want our children to be good humans, not automatons who can recite our versions of truth. 

Currently, the benefits of inquiry-based learning are disproportionately available to our most privileged scholars. While a select few enjoy the advantages of a dynamic and engaging learning environment that prepares them for real-world challenges, the majority are relegated to a constrained, standardized curriculum that does not afford the same opportunities for intellectual exploration and personal growth.

This educational stratification perpetuates inequality, reinforcing educational and societal divides, denying the vast majority of students the skills and adaptive mindset they need for future success. Addressing this imbalance is not just an educational imperative but a moral one, urging a reevaluation of our priorities and policies to ensure that all students, regardless of background, have access to the enriching, inquiry-based education they deserve. This is essential for dismantling barriers of stratified education and creating a more equitable and dynamic educational landscape.

In essence, embracing "standards over standardization" shifts the focus from merely transmitting a fixed set of knowledge to cultivating a learning ecosystem where curiosity, creativity, and critical thinking are the hallmarks of student success.

Tanishia Lavette Williams is the inaugural Education Stratification post-doctoral fellow at the Institute on Race, Power, and Political Economy at The New School. She has more than two decades of experience working in public schools, including in New York City and Washington, D.C.

Photo by: Extracted from Ted Talk