Making Public Education Better: Rethinking Testing and Curriculum

For too long, the success of our schools has been measured by a single number—a test score. The result has been a system that values memorization over mastery and compliance over curiosity. It’s time to rethink both how we measure learning and what we teach.

The Problem with Over-Testing

Testing was meant to guide instruction, not replace it. But today, the number of assessments students take each year has reached record highs. From benchmark tests to state exams, the focus has shifted from learning content to performing on command.

Teachers spend weeks preparing for tests that do little to inform instruction. Students feel the weight of scores that define their abilities in narrow terms. And schools are judged on results that often reflect socioeconomic conditions more than teaching quality.

Over-testing doesn’t make schools better—it makes them fearful.

Lost Time, Lost Joy

In many districts, students lose nearly 9 weeks of instructional time each year to testing and test prep. The creative, hands-on projects that make learning memorable are replaced with bubble sheets and test strategies.

The cost isn’t just academic—it’s emotional. Children as young as eight feel anxiety about performance metrics they can’t control. Instead of curiosity, fear drives behavior. Instead of joy, pressure fills the classroom.

If we want students to love learning again, we must reclaim time for real teaching.

Building a Strong K–2 Foundation

Early literacy is the cornerstone of long-term success. The focus in K–2 should be on phonics, comprehension, and language development—not standardized testing. When students master reading early, every subject opens up to them.

This is why every elementary school should have trained dyslexia therapists and early-intervention specialists. Identifying learning difficulties early prevents years of frustration later. The best testing system is one that helps us teach better, not one that labels children as failures.

Curriculum That Inspires, Not Instructs

The curriculum should be more than just pacing guides and test blueprints. It should spark creativity, connect to real life, and challenge students to think deeply.

Instead of racing through content for coverage, schools should emphasize depth, connection, and critical thinking. Students need opportunities to explore, create, and question—not just repeat information back.

We must also teach skills that matter beyond school: collaboration, communication, financial literacy, and civic responsibility. Education should prepare students for life, not just exams.

How This Connects

• Less Testing, More Teaching: Reduce redundant assessments and give teachers freedom to teach creatively.

• Early Literacy Investment: Build strong K–2 programs with reading specialists and dyslexia therapists.

• Curriculum that Connects: Focus on real-world skills, deeper learning, and flexible pathways for students.

• Restore Joy in Learning: Measure success by engagement and growth, not just numbers.

What Should Be Done

1. Audit and Reduce Testing Requirements

   • Eliminate redundant district and state assessments. Keep only those that guide instruction.

2. Fund Early Literacy Intervention

   • Train and hire certified dyslexia therapists in every district.

3. Redesign Curriculum for Depth and Relevance

   • Empower teachers to adapt content to local context and student needs.

4. Measure Growth, Not Just Proficiency

   • Recognize that learning is a journey. Assess progress, not perfection.

5. Reinvest in Teacher Creativity

   • Give educators the freedom to design lessons that inspire curiosity and critical thinking.

     
     

Closing: Beyond the Score

A great education cannot be reduced to a score on a spreadsheet. Authentic learning is messy, joyful, and deeply human. It happens when students feel safe to explore, fail, and try again.

If we want our schools to prepare children for life, we must rethink how we define success—fewer tests. Better curriculum. More trust in teachers.

To make public education better, we must stop teaching to the test—and start training for the future.