English language arts professionals believe in the value of a rich and varied curriculum, but such a curriculum is threatened by the restrictive influence of standardized tests.

Since the 1970s, NCTE has repeatedly warned that a preoccupation with large-scale standardized testing leads to the distortion and reduction of curriculum and to unwise expenditure of public funds that could be better spent on teaching programs. This is still NCTE's position today, and it's more relevant than ever.

High-stakes tests often fail to accurately assess students' knowledge, understanding, and capability. Therefore, using any single test to make important decisions--such as graduation, promotion, funding of schools, or employment and compensation of administrators and teachers--is educationally unsound and unethical.

NCTE Resolutions, Position Statements, and Op-Ed Pieces
On Assessment, 1991
CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments, 2004
On Urging Reconsideration of High Stakes Testing, 2000
On Testing and Equitable Treatment of Students, 1998
On Testing, 1995
On Grading Student Writing, 1993
On the Development and Dissemination of Alternative Forms of Assessment, 1990
On National Assessment of Education Progress (NAEP), 1989
On Testing Young Children, 1989
Writing Assessment: A Position Statement (1995, prepared by the Conference on College Composition and Communication)
Standards for the Assessment of Reading and Writing (1994, prepared by the NCTE/IRA Joint Task Force on Assessment) To order.
"Learning vs. Learning to Take the Test: What's the Difference?" by Leila Christenbury

SLATE Starter Sheets
On Standardized Tests and Assessment Alternatives
The Testing Dilemma
On Student Achievement in Our Public Schools
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