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Chapter 5, Part I: Mastering STDs and Overpopulation (true story)

MAT is the Missouri Mastery Achievement Test given students in grades 3,6,8, and 10. This assessment tool is used to test the student’s mastery of the Core Competencies and Key Skills for Missouri Schools. “A key skill is determined to be mastered when the student has correctly answered at least three of the four items measuring that objective.” [1] The state is in the process of replacing the MMAT with the Missouri Assessment Program 2000 (MAP 2000).

At the beginning of each school year, one family routinely sends a letter to each of their children’s teachers listing those topics they have chosen not to delegate. Among the list is “family planning surveys, questions, services, referrals and/or programs, sex education, population (bias against large families,) and population control/environmentalism.”

The parents were surprised when their student’s sophomore MMAT Individual Student Report showed that in the area of science, “overpopulation problems” had been mastered. The test showed that all four questions on over-population had been answered correctly, and “sexually-transmitted diseases” had been mastered by answering three out of four questions correctly.

As parents they had questions like:

- Why had their student been tested in topics they had formally and specifically put in writing that they had chosen NOT to delegate to anyone else?

- What were the questions on the test?

- What was considered to be the “right” answer?

- What does “mastery” mean in these topics?

- Does one have to be “politically correct” to master these topics?

- If their student “mastered” these topics, did it mean that what had been taught at home had not been internalized?

- Did the test undermine or support the values of their home?

The parents asked the administration if they could see the test so as to understand what their student had mastered. It was explained that if they were allowed to see the test, thousands of dollars would have to be spent to have the test rewritten to protect its integrity. The parents were informed that in order to protect the integrity of the test they could not be allowed to see the test which had already been given and graded.

Since the school district was unable to help, the parents wrote to the Missouri Department of Elementary and Secondary Education’s Assessment Department and explained that they had chosen not to delegate their parental responsibility of education and assessment in value-laden subject areas to the local education agency. In order to evaluate the possible need for their student’s remediation, they requested a list of the MMAT questions pertaining to the subject areas of overpopulation and sexually-transmitted diseases and a copy of any other test questions necessitating values-based decision-making.

The state Director of Assessment wrote back saying, “The MMAT is a secure assessment instrument–Of course, if parents would like to review the items, they are encouraged to contact their local school district and arrange an opportunity to review the test.” He wrote that if that wasn’t convenient, the test may be viewed by the public either at the Center for Educational Assessment, located at the University of Missouri in Columbia or at the Department of Elementary and Secondary Education in Jefferson City, both of which were a two-and-one-half hour drive away.

A copy of the letter was sent to the school district requesting suggested dates for viewing the test. The family was telephoned with dates and an explanation that others would be present during the review. Those present included the school board president, the science curriculum coordinator, an assistant superintendent, and a district community specialist. The science curriculum director instructed the parent to look at and read aloud only those questions that were pointed to, and requested that the parent not look at the surrounding questions on the page(s). Before beginning to view the questions, the parent was required to sign and date a document titled Permission To Examine Documents Protected Under Procedures For Test Security which stated, “I will not–communicate to any other person the exact content–.” The parent was instructed that no one could be told what had been observed in the test. Even though all in the room could hear the questions that were read aloud, only the parent was asked to sign such a document.

Two months later, the school board was asked to approve a revision to the district’s testing policy. Additions to the policy included:

1) Standardized test items would be available for parent/guardian access when approved by the agency which developed the test.

2) Test results and items could only be obtained if:

a) The request, including the reason for the review, was in writing

b) The test items may be viewed ONLY AFTER the administration of the test

c) The parent/guardian must sign a disclaimer stating that test items will not be shared with anyone, and results will be shared only as provided by law and applicable policies.

d) Additional provisions understandably prohibited the copying, recording, or distribution of testing information.

e) Information would be available under supervision of the district’s test coordinator during business hours.

Concerned about the excessive provisions required of parents, a school board member spoke with the state assessment department. It was learned that the state office allowed parents to freely view the test in the presence of a proctor without being shown which questions parents could or couldn’t look at.

The school board member was interested in insuring that the rights of taxpaying parents would not be infringed upon and that parents not be unduly burdened when trying to follow up in the interest of their child(ren’s) academic progress. The average parent does not have a photographic memory. There was concern that by making it so difficult for parents to obtain information, the community may wonder what the district was possibly “hiding.”

While concern for the integrity of tests is legitimate, most parents who are concerned about their child’s education are not likely to be the type to “sell” test answers. The board member felt that since the district works for the parents, parents should have access to information regarding their child’s education without undue burden.

Respecting these concerns, the district’s administration requested the state assessment department to appoint a task force to review the suggested policy changes. As far as is known, no further information has been received about the progress of the task force.

Parents may choose to have their student not participate in taking the MMAT, or have their student not answer certain test questions. There are four test questions per item, such as four questions dealing with overpopulation, and four on sexually-transmitted diseases. Parents or guardians may meet with the principal or counselor before the test is given, to review the test and select those questions that the parent finds to be offensive or invasive. Together, the parent and counselor or principal can make arrangements to identify those questions the student is not to answer.