Make It A Mission To Help Students Succeed: Strong Claim made by David Brooks

“Tests are not the end. They are the lever to begin the process of change. They are one way of measuring change.”, comments David Brooks, the author of an article discussing the controversial issue of public school reform, and more specifically, testing requirements within the classroom. Based on Brooks’ statements, it is evident that he is writing to address those advocating for test elimination, such as educational historian, Diane Ravitch, who believes that schools that emphasize test-taking “ease out the kids who might bring the average scores down.” He addresses how these views are understandable, yet inaccurate, because they fail to mention the success stories that have come from test-taking.

David Brooks has not only a written for the New York Times for over seven years but worked for The Wall Street Journal nine years before that. After researching Brooks I also found that in addition to being a notable newspaper writer, he is the author of two published books (Bobos In Paradise: The New Upper Class and How They Got There and On Paradise Drive: How We Live Now in the Future Tense) as well as the editor of an anthology. Thus, after evaluating his work and experience I have confidence in stating that he is a credible writer and has the knowledge to assert such an argument.

Brooks develops his argument using factual evidence, which in turn proves Ravitch wrong on many of her noted assertions that had earlier been mentioned. He claims that the schools that are successful have not eliminated tests but instead have developed a distinct mission for their schools to follow. For example, he describes KIPP academics and the Harlem Success schools that continue to emphasize testing but have also incorporated various other curriculum that encourage students to participate in activities that require for them to think outside the box. Furthermore, he continues his argument by indicating the positive attributes of reform such as the willingness to promote spiritual fervor and character. This is proven by the constructive changes occurring in the rebuilding of New Orleans since Hurricane Katrina. “Since 2007, the New Orleans schools have doubled the percentage of students scoring at basic competence levels or above.” Lastly, Brooks concludes his article by reasserting his argument in stating “If your school teaches to the test, it’s not the test’s fault. It’s the leader of your school.” This deliberately proves Ravitch wrong and leaves the readers understanding the necessity of test-taking. Thus, Brooks uses credible research and assertive claims to persuasively convey the need for rejuvenation within the schools without eliminating test-tasking procedures.