But Can He Read? By Harold Berlak. Many Americans are rightly worried that their children are not learning the basics needed to thrive in the competitive global economy. President-elect Bush's solution is to raise standards by testing both Johnny and his teachers.

The argument for the policy is simple. Provide tangible rewards to those who succeed – more money and access to educational and job opportunities – and punish principals, teachers and students for their failures.

Does it work? In Texas the scores are up, and the President assures us he will bring the Texas miracle to the entire nation.

A closer look at both size and educational significance of the gains in Texas, California, and elsewhere tell a different story. The gains range between 3.5 and 10 percentile points. On a fifty-item standardized reading test, for example, this represents a shift of between less than 2 and 5 multiple-choice test questions–paltry gains considering billions spent in direct and indirect costs, and the enormous commitment of school time and resources devoted to coaching students on tests.

It is also important to recall what standardized reading tests actually measure: the ability to scan quickly the texts of a set of unconnected paragraphs and, for each passage, to pick the correct answers to questions from a set of four or five alternatives. As useful as this skill may sometimes be, it has little to do with reading, as you or I know it, whether we do it for a practical purpose, for pleasure, or for inspiration.

The questions surrounding the validity of these tests are no secret. The U.S. Office of Civil Rights in 2000 issued guidelines asserting that the use of test scores as the single factor to determine retention, graduation, and college admission is improper, and possibly a Civil Rights violation. The 1999 standards of the leading professional research associations assert that the validity of educational tests cannot be established without reference to how they contribute to the improvement of student learning, and consideration of the test's negative consequences.

Numerous studies confirm that heavy reliance on standardized tests degrades the curriculum, and marginalizes whatever does not contribute directly to short-term gains in test scores – critical thinking, multicultural studies, citizenship education, the arts, physical education, and bilingual education. And high stakes testing increases illiteracy by pushing more and more students out of school.

Among the most grievous consequences of state-mandated tests is that the students who are first in line for a culturally truncated curriculum and are most likely to drop out of high school are the poor, immigrants, and people of color.

While there are no easy solutions to the problems of education, George W, if he is to become, as he promises the "Education president," must address these concerns.

As a nation we must invest in pre-service and the continuing education of teachers, and greatly improve their compensation and working conditions. This is essential if we are to increase the chances that every child is taught by teachers who know subjects they teach, how to teach, and how to relate effectively to children, parents, and the community. Without competent and committed teachers who are paid decent salaries, no test, however well designed, no educational leader, however capable and inspirational, will improve the quality of teaching and learning in the schools.

Second, the extreme inequalities in resources in the nation's schools must not be tolerated. This nation has the wealth and resources to provide every child with access to qualified teachers, a well-stocked library, up-to-date text books, teaching materials, and safe, clean, and inviting schools.

Finally our political leaders and school officials must address the institutional racism that is pervasive in schooling policy and practices, especially the over reliance on mandated standardized tests for making judgments about school quality and individual achievements or potential.

If we cannot altogether eliminate them, we must drastically reduce the use of standardized testing. This does not of course address the problem of providing our children with the skills and knowledge they need to confront the challenges of the 21st Century. It would be, however, an important step toward helping Johnny–and Juanita, Jamal, and Jane–to read and think clearly, rather than merely helping them to take tests.

Harold Berlak is a Senior Research Fellow at the Applied Research Center in Oakland, California working with the ERASE program, and a Fellow in the Educational Policy Project at the University of Wisconsin, Milwaukee. He lives in Oakland.