But Starr’s voice has been amplified by his position at the helm of one of the country’s largest and best-performing school systems that also happens to sit in the back yard of the nation’s capital. And his sharp critiques come at a time of intense and often rancorous debate over the role of standardized testing in President Obama’s plans for improving instruction, closing the achievement gap, and holding students and teachers accountable.
Last week, Starr stepped into the national spotlight and offered his provocative views at a Washington Post Live education forum, where he said the country should “stop the insanity” of judging teacher performance based on student exam scores and start a three-year moratorium on standardized testing. His comments prompted applause from a room full of educators and caught fire with others across the country who share his frustration that federal education reforms are forcing school systems to do too many things at once.
“Part of my great frustration is that we’re not being intellectually honest about what we are doing to improve education, and we’re doing it in a way that is maddening to so many folks because we’re trying to do three things at once,” Starr said.
School districts, as he sees it, have been asked by federal or state governments to implement new national curriculum standards to create more consistent educational instruction for students, require student test scores to be a factor in measuring teacher performance, and implement waivers to free school systems from burdensome No Child Left Behind policies left over from the George W. Bush administration.
He speaks from a privileged bully pulpit few superintendents enjoy. He works for a Board of Education that supports his political views and outspokenness, and his relatively affluent student population over-performs. For the past four years, Education Week has ranked Maryland as the No. 1 state for public schools — with Montgomery County students contributing to much of the success.
But he doesn’t speak for everyone, particularly his counterparts in many large urban school districts, where academic achievement is lower, poverty is higher and the need for reform is urgent. A hold on standardized tests, some argue, could reduce the progress the reform movement has made holding schools accountable.
“I agree there is frustration, but I don’t necessarily think it is the reason to declare a universal moratorium on standardized tests,” said Michael Casserly, executive director of the Council of the Great City Schools, a coalition of the nation’s largest urban public school systems. “Before the standards movement came along in the mid-1990s, student achievement wasn’t terribly well-measured. People didn’t ask questions about achievement gaps or academic performance, or whether or not the country was being competitive.”