By Naden Ramirez

W.B Ray

Every spring, students across Texas walk into school and are then stuffed into classrooms, gyms, and libraries, all with the same purpose of taking a test which will determine their next school year. This is the STAAR test, a “standardized academic achievement test designed to measure the extent to which a student has learned and is able to apply the defined knowledge” (Texas Education Agency).

In classrooms across Texas, the STAAR test holds immense importance as it determines whether or not one will advance to the next grade level, and if they will need extra tutoring and assistance. Despite the immense importance that the STAAR test holds for families and educators across the state, it is highly unpopular. This is reflected in The Texas Tribune, where “Families and teachers… say the test puts too much pressure on students and that preparing for it takes up too much time in the classroom.”

Two distinguished delegates (along with a third delegate who was not there today) in the State Affairs Forum seek to solve this issue with Proposal #2, which argues to lessen the importance of the STAAR test while simultaneously placing a greater importance on reviewing the cumulative performance of a student over the school year. Their desire to advocate for a change to a more holistic review of a student’s performance stemmed from their personal relationships with educators and the school system. Stephanie Reyes and Chelsea Adams revealed that “It was kind of a personal matter for us, because her mom is a teacher, and my sister is a teacher… So we’ve personally seen how much it impacts, not just students, but also teachers and classes.”

Reyes and Adams addressed how the STAAR test holds so much importance, only for students to need to meet the most basic standards, stating that “Our issues aren’t directly with standardized testing, it’s more with the weight that it pulls… They stress these kids out so much with the STAAR test, just for them to only need to get the lowest grade possible.”

In addition to addressing the issues with the importance of a singular standardized test, they also pushed for a more holistic type of review, expressing that “Instead of the just one end of the year test, we would also do a beginning and middle of the year [test] as some schools are already doing.” This reflects their desire for a student’s evaluation to be based on their growth and development over the year instead of a singular evaluation where any number of factors can affect one’s performance on that day.

Stephanie Reyes and Chelsea Adams reflect the importance of programs like the YMCA YG, as it allows students to openly express their opinions on real-world issues that impact everyone. They show how passions for certain issues or topics translate into real-world expressions, where their voices are widely heard.