So-called "overtesting" is probably the easiest story on the education beat to do right now, and I'm no saint I did one too last winter for the Atlantic's education page. But there aren't any real numbers out there and so it's very easy to fall into using eye-catching anecdotes that may or may not be representative and also to fall prey to the presumption that overtesting is a thing when we really don't know that is.
That's I think what happened to this new NPR education story (Testing: How Much Is Too Much?), which while far from the worst of the overtesting stories I've seen lately would have done better to focus less on critics of testing (Brockett and Jasper) and extreme examples and more on the reality that we don't know as much as we'd like about the prevalence of testing in schools over all and that there are folks out there (including civil rights groups) who think that testing is essential for school accountability and are worried about losing annual tests or going back to a previous era when the public didn't really know how students were doing.
All that being said, there aren't any obviously sketchy or misleading numbers in the NPR piece like last week's NYT story included, and are some great bits, too: There are some vivid #edgifs showing a kid who has to take lots of end of year exams that are fun to look at (I've tweeted and Tumblred them but can't show them here without permission). I'm really glad that NPR used and linked to the Chiefs/Great Cities survey of large districts, and the CAP study of 14 districts. I didn't know that the White House had put out a statement on the issue.
Last but not least, the NPR story addresses the notion that tests have gotten added without any attempt to remove their predecessors in a fun, stylish way: " The CCSSO survey describes testing requirements that have seemingly multiplied on their own without human intervention, like hangers piling up in a closet." The layering on of testing regimens without regard to burden or legacy testing will, I am guessing, turn out to be at the root of much of what some parents and teachers and testing critics are clamoring about.