Students across Ohio are taking their OAAs today. The Ohio Achievement Assessments. You know, the ones that “matter.”

My boys are still too young for these tests but one year from now, Braedan will be subjected to a special kind of pressure and strain the likes of which he’s never experienced. Not that he will struggle on any of the tests; he is an exemplary student and should pass them all with flying colors. But it will be impossible for him to overlook the extraordinary importance placed on these few days of testing by all around him.

I’m not blaming his particular teachers nor his particular school nor even his school district. But I am blaming society at large and the current system of assigning value to entire schools and districts based on the results of a few standardized tests. How can you possibly determine the overall quality of an individual or collective educational experience using the results of three days of tests? How can you capture the creative process or the ability to discover, try, make mistakes and try again? How can you capture the grand social experiment that exists in our local public schools, comprised as they are of children from dramatically different socio-economic, cultural and racial backgrounds? How can you measure the love teachers demonstrate for their students by filling in bubbles?

I was dismayed to read this article in the New York Times on Sunday about the lack of exposure to literature in English classes. What would my middle school education have been like without acting out Helena and Hermia from A Mid-Summer Night’s Dream? Or without the intense and timeless lessons taught by To Kill A Mockingbird? What insight would we be lacking about the human experience and human suffering if we hadn’t studied Greek Mythology or read Of Mice and Men? Or even those short stories taught by Mr Hirsh in 7th grade English like The Necklace and The Lottery (that one haunts me to this day).

Or what about the simple joy of finding a place to curl up on the floor (the freedom of lying under a desk instead of sitting at one!) to get lost in a novel of your own choosing. Or listening to your 3rd grade teacher read Charlotte’s Web aloud and witnessing that stunning moment at the end when her voice chokes up.

What about building three-dimensional replicas of historical times and events? I remember doing this in 4th grade for our Native American project. And again in 6th when we studied feudalism in Europe. (I do not, by the way, remember a single one of the many worksheets I completed in school.) Don’t even get me started on science experiments and hands-on math instruction.

None of those things can be tested using multiple choice or scan-tron sheets. Enough is enough is enough. If you agree with me, sign this national resolution against high-stakes testing. And then go get lost in a great book.