Teachers have been given students tests for as long as their have been schools. As education trends come and go, the types of assessments tools used, tend to change. Today, we are being lead by a President who wants to see all students in the United States tested by an assessment tool. President Bush does not want a single national test used to compare all students across the country, but he does want each state to develop an assessment that is right for each state's needs based on each state's educational standards. In this brief paper, I looked at two of these states, Delaware and Maryland.

The Delaware Student Testing Program, DSTP, is the state assessment tool used in Delaware to track student progress. The DSTP is given to students in third, fifth, eight, and tenth grades. Students receive individual scores, where a 5 is classified as distinguished, a 4 exceeds the standard, a 3 meets the standard, a 2 below the standard, or a 1 well below the standard. A ranking of how each school in the state performs on these assessments is also published in the local newspapers as the test results are released each year.

      In eight grade testing year, students will be given a test in reading, writing, mathematics, science, and social studies. This is the year that has the greatest consequences for the students. If a student receives a score of a 1 or a 2 in either the reading or mathematics section of the DSTP they will have to have an Individual Improvement Plan (I.I.P.) written by their teachers, which is signed by the principal of the school and the parents. This document is similar to the IEP, special education students have in place, just not as long. It allows for extra time, tutoring, etc. If the parents refuse to agree to the I.I.P. or if the student receives a 1 on either the reading or the mathematics portions of the DSTP, the student will have to attend mandatory summer school. The March 2002 administration of the test was the first to have this required summer school consequence. At the end of summer school, the students will be retested. If they receive a 1, they will be retained in the eight grade, regardless of their grades. If they receive a 2, they will be promoted into the ninth grade, but in the spring of their ninth grade year, they will retake the eight grade assessment in the area which they received the 1. If they again do not pass with at least a 3 on the assessment they will be required to attend summer school again and will be retained in the ninth grade. Currently, the only way around summer school and retention for general education students is what is known as state approved special indicators. Teachers and schools can use these to show that a particular student, who did not perform satisfactory on the DSTP, can meet all of the necessary state standards.

     At the tenth grade level the consequences are not as serious. These test results will determine the type of high school diploma each student will receive. All students will receive a diploma regardless of their performance on the DSTP. Only those students who are successful on these assessments will earn a higher level of diploma.

     School districts and teachers alike, in Delaware, are currently overwhelmed by the DSTP, its consequences to both the school and the students, and all of its paperwork. (Schools are being financially rewarded for excellent test results and some schools are being put under review by the state if their scores are low.) Schools all over the state have been racing to create a mandatory summer school program, hire and train the necessary staff to run the program, and find all of the financial resources necessary to have a successful program. Not only did schools have to develop a summer school program, but they had to decide where to house all of the eight graders that will have to be retained based on a single test score. Delmar like most districts across the state has decided to create a "transitional academy." This academy is located in the high school, and taught by high school teachers, even though state law requires these students in the "transitional academy" to be considered eight graders.

     Maryland has been in the business of using state assessments much longer than Delaware has therefore; Maryland has different types of assessment programs. First, all teachers and students in Maryland have heard of MSPAP (Maryland School Performance Assessment Program). This past school year, 2001-2002, was the last year for MSPAP to be given to Maryland's third, fifth, and eight graders. MSPAP is no longer being administered for several reasons including its lack of individual student scores. Schools were scored and ranked based on these yearly test results but it did not produce any student results. Second, there is a group of assessments called the Maryland Functional Tests in mathematics, reading, and writing. Currently all students must pass these tests in order to graduate from high school. However, these tests are being phased out, as Maryland's third assessment program becomes a requirement for graduation. These tests are called the High School Assessments. To date, there are five of these assessments in the areas of English, biology, algebra, geometry, and government. However, Maryland is projecting a total of twelve assessments once the entire program is running. The class of students entering high school in the year 2003, will be the first class required to not only take but pass all of the high school assessments in order to graduate. The Maryland Department of Education is expecting a summer administration of these assessments beginning in the summer of 2004, to accommodate those students who do not pass the test at the end of the school year. The students will have the opportunity to remediate in a summer school program then retest.

     As a high school teacher in Delaware, I have mixed feelings about both of these testing programs. I disagree with the way Delaware administers the DSTP in mathematics to all tenth graders. This assessment would not be bad if it was testing basic skills but there is not only algebra and geometry on this test, but also some trigonometry. A great number of students in tenth grade have not taken the necessary mathematics courses yet to be successful on this assessment. This of course supplies just one of the reasons why less than half of all tenth graders in the entire state where able to successful pass this portion of the DSTP. Maryland's high school assessments however, are given to students at the end of the school year, (not the middle of March) after the student has taken the necessary courses to be successful on the test.

     On the other hand, I like how Delaware has put some real consequences for the students in the eight grade. Now, there is a bar set for the every student in the state, and if a student can not achieve up to that bar, they will no longer be socially promoted. Now all high school teachers should begin to experience slightly smaller ability ranges in their classrooms since all high school students will have mastery of basics skills unlike before the DSTP. Due to the consequences in the eight grade, students in need should begin to receive help or be retained earlier in their educational career, so that they have more of an opportunity to learn and master the basics.

     As I have spoken to teachers who work in Maryland, I have heard many opinions from them. Overall, everyone is happy to see MSPAP go. Teachers were not happy with its lack of individual student scores. Without student scores, there can not be any student accountability. These teachers are expecting another test to replace it soon however. Maryland high school teachers would also like students to be required to pass the Maryland Functional Tests before entering high school. They do see how they can possibly prepare students for the High School Assessments when they have not even passed the Functional Tests. However, this issue is only going to last for a limited number of years, since the Functional Tests are on their way out.

     Regardless of the state or the assessment program, critics and problems will also be present. However, these programs are not likely to end anytime soon. School systems and teachers alike will learn to live with them and adjust for them.