The Chicago Teachers Union (CTU) president’s recent remarks claiming that standardized tests are “rooted in white supremacy” have ignited a contentious debate about education standards in public schools. At the heart of this issue is the broader ideological battle over how best to achieve educational equity without sacrificing academic excellence.
During a radio interview, Stacy Davis Gates stated that the prevalent methods of assessing student achievement, primarily through standardized testing, constitute “junk science” and are deeply entwined with racist underpinnings. She argued that these tests fail to measure students’ true potential and learning, particularly those from marginalized communities. This viewpoint has been echoed by other activists who assert that standardized tests do not account for cultural and socio-economic disparities.
Gates further posited that teachers’ low pay is a direct result of systemic sexism, pointing out that the teaching workforce is predominantly female. In her perspective, the undervaluation of teachers’ salaries reflects a broader societal reluctance to compensate women for their contributions adequately.
However, these controversial stances have come under substantial scrutiny. Critics argue that Gates’ assertions are a convenient deflection from the pressing issue of subpar student performance. Statistics from Chicago Public Schools (CPS) reveal that only 31% of elementary students are proficient in reading, and a mere 19% of third through eighth graders meet proficiency in math based on the Illinois Assessment of Readiness test.
The CTU is currently negotiating for a 9% annual pay increase alongside unconventional demands such as funding for solar panels, abortions, and transgender medical treatments. These negotiations have raised questions about the union’s priorities, especially in light of persistent educational underachievement.
Attributing poor test scores to white supremacy is a dubious claim challenged by data and expert opinions. Historical misuse of intelligence tests for racist purposes does not inherently discredit the utility of contemporary standardized assessments. Universities like MIT and studies from reputable institutions highlight standardized tests’ role in identifying capable students from disadvantaged backgrounds, offering them a fair chance to prove their academic readiness.
MIT reinstated its standardized test requirements in 2022 after a brief suspension due to the pandemic. The dean of admissions emphasized that these tests help identify academically prepared students who might lack access to enriched educational opportunities. These assessments are useful in leveling the playing field for socioeconomically disadvantaged students and minorities by providing a standardized metric to compare applicants.
A 2024 study from a Brown University economist supports this view, showing that SAT and ACT scores have a strong predictive power for college success. Thus, standardized tests are far from “junk science”; they are valuable tools for gauging academic potential.
The CTU’s focus on extraneous issues, such as having students watch movies like “Black Panther” in English class instead of engaging with challenging academic material, indicates a misalignment of educational priorities. Students deserve rigorous and meaningful curricula that prepare them for future success, not pandering approaches that lower academic standards.
Ultimately, the rhetoric employed by the union leadership detracts from the real issues: the urgent need to improve student performance and uphold high educational standards. Blaming “white supremacy” and systemic sexism deflects from addressing these core challenges. Students and teachers in Chicago’s public schools deserve thoughtful, effective solutions that promote genuine learning and achievement.
