The education community is buzzing about Florida’s new Classic Learning Test (CLT) college entrance exam, a significant departure from traditional standardized tests like the SAT and ACT. But what many may not realize is the loaded political and ideological baggage that accompanies this shift to a “classical” exam.
I weighed in this week and offered perspective on the emerging issue through my appearances on NBC and in Axios, drawing upon my academic scholarship focusing on curriculum and testing policy.
The new Florida college entrance exam is making waves in the education world because it marks a considerable change from the SAT and ACT. But many people might not be aware of the heavy political and ideological baggage that comes with this change. I weighed in on NBC News here. Also, in an Axios story entitled Florida eyes “classical” education agenda I made the following point
“So-called “classical education is really a wolf in sheep’s clothing”
Julian Vasquez Heilig, Axios 2023
This blog quickly introduces some of our scholarly work that underlies why I made the points that I made in the NBC and Axios interviews. All of the articles are available for free in pdf form on Academia.edu.
The case of Debra P. v. Turlington in Florida history
We must first turn to history in order to fully comprehend the significance of this development. Standardized testing and the state of Florida have a protracted, contentious relationship. A sharp reminder is provided by the seminal case Debra P. v. Turlington from the early 1980s. The NAACP filed a lawsuit against the state of Florida, claiming that African Americans were the targets of discrimination in standardized testing. It would appear that history is in risk of repeating itself. We discuss these concepts and the case in the peer review article:
Holme, J. & Vasquez Heilig, J. (2012). High stakes decisions: The legal landscape of gatekeeping exit exams and the implications for schools and leaders. Journal of School Leadership, 22(6), 1177-1197.
The Political Consequences: Not Just a Test
The new test is not just a minor adjustment to earlier tests. It’s not just one more obstacle for students to get through. It’s a tectonic shift that might have profoundly unsettling effects on educational prospects and outcomes. This test indicates a deliberate political ploy covered up as academic change, inspired by PragerU and Hillsdale curricula—organizations recognized for narrow and exclusive conservatism.
In high-stakes testing, where tests affect everything from teacher evaluations to school finance, Florida has been a pioneer. With the introduction of this new exam, the state makes a great advancement by using educational policy as a weapon to push an ideological position. We’re discussing the constricting of knowledge that passes muster as “acceptable” under the pretext of standardized testing. It’s not only a pedagogical issue; democratic education itself is at danger. We discuss the context of high-stakes testing here:
Vasquez Heilig, J. & Nichols, S. (2013). A quandary for school leaders: Equity, high-stakes testing and accountability. In L. C. Tillman &. J. J. Scheurich (Eds), Handbook of Research on Educational Leadership for Diversity and Equity (pp. 409-435). New York, NY: Routledge.
Vasquez Heilig. J., Brewer, J. & Pedraza, J. (2018). Examining the myth of accountability, high-stakes testing and the achievement gap, Journal of Family Strengths, 18(1), 1-14.
The Students Are the Real Victims
And let’s not forget the students, especially those from underrepresented groups. Long serving as gatekeepers, high stakes exams have restricted educational chances for individuals who are already underprivileged. Now that ideological substance has been added to the mix, these difficulties are heightened by the new test. It involves more than just providing accurate answers; it also involves adhering to a particular worldview. Imagine overcoming institutional educational obstacles just to take a test that evaluates your ideological conformity in addition to your academic ability. Our most vulnerable pupils stand to lose the most because the stakes are so extremely high. We discuss the consequences of high-stakes tests for youth here:
Vasquez Heilig, J., Marachi, R., & Cruz, D. (2016). Mismatched assumptions: Motivation, grit, and high-stakes testing. In S. Nichols (Ed.), Educational policies and youth in the 21st century: Problems, potential, and progress, (pp. 145-157). Charlotte, NC: Information Age Publishing.
A Call to Alertness
I appreciate you giving me a chance to discuss this pressing issue. As we have seen throughout history, as noted in our peer reviewed scholarship, there is a deliberate connection between politics, curriculum, and state exams. When the educational futures of our most marginalized populations are at stake, we have a duty to be attentive and critically engaged.
A well-informed populace with discernment and the capacity for critical thought is essential to our democracy. This core idea is undermined by an entrance exam that leans toward ideological indoctrination. Any attempts to pass off political goals as educational reform must be met with a united front. Our democracy’s health and the future of our students are at stake.
I will also be in Florida at the end of the month to speak at a free speech conference at Flagler College entitled “The Freedom to Teach” See you there!
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