Unfortunately, we’ve allowed test scores to be the determining factor of a the trajectory of student success. It is a known fact that test scores are directly correlated to socio-economic forces and the scores have become a form of anti-achievement. For example, only 59% of our students listed as Economically Disadvantaged were “satisfactory” in science for Grade 5 of the STAAR test, a critical subject in our global economy.

We rely too heavily on testing, and I will work with board members, teachers, parents and concerned citizens to re-imagine how we prepare our students for life after public education.