The Nigh Seen Creeder

After reading Elyssa Durant's anti-standardized testing harangue in the Nashville City Paper ("Equity in Education," Aug. 21), I was not at all surprised to learn that the author is a product of a graduate-level education program. Schools of education have long taught future teachers - and other members of the education establishment - to blame everyone but themselves for children not being able to read, write, and do simple math.

The assertion that the ACT and SAT are racially biased is pure poppycock. A student's score on the ACT or SAT is an excellent measure of his or her ability to do college-level math, science, and writing. If a student cannot solve a simple algebraic equation, or if the same student has but a rudimentary grasp of the rules of grammar, the test that points out the student's shortcoming should not be impugned. Instead, the parents, teachers, and educrats who allow students to march toward graduation without receiving a proper education are the ones who deserve derision.

Furthermore, Durant's contention that standardized tests "do not accurately predict academic performance at the college level" is in desperate need of qualification. Some 40 percent of college freshmen require remedial courses in reading, writing or mathematics. These courses, according to Harvard education professor Bridget Terry Long, "are intended to address academic deficiencies and to prepare students for subsequent college success." Thus, high school students who a generation ago would have been forced into the workforce are given a fifth year to complete their high school coursework. And let's be clear: remedial classes may be, well, remedial classes; but students enrolled in such classes are expected to learn the material or face the consequences, i.e., a quick and inglorious end to their college experience. For many - nay, most - remedial students, it is the first time in their academic careers that they are forced to learn.