The Farcical Saga of the Math Test for New Teachers Continues

Meanwhile student achievement, by about any metric, continues to lag

Photo by Thomas T on Unsplash

By Igor Stravinsky (Teacher, commentator)

The math proficiency test for new teachers, introduced in 2019, was initially ruled discriminatory by the courts, but that ruling was just overruled, allowing the government to reinstate the test. But for the time being, it is electing not to do so, as the appeals process has not yet been exhausted. 

The plaintiff in this case is the Ontario Teacher Candidates’ Council (OTCC). They had argued that the test was discriminatory because certain racialized teacher candidate groups were failing the test at higher rates than white candidates (as a group). The OTCC applied textbook Critical Theory principles to jump to the conclusion that the test was invalid, since the differential outcomes (based on racial identity) “proved” the test was inherently racist. This is of course absurd, and is like claiming the National Basketball Association is racist for employing a disproportionate number of black players, as I have pointed out before.

The lower court, clearly aligned with Critical Theory, agreed, and the test was paused. But on appeal, the decision was overturned. Yipee! A victory for rationality, you say. But wait- sorry to say that is not the case at all.

What the higher court pointed out is that candidates are free to take the test as many times as they need to, and as a result the passing rate is virtually identical (about 96%) for all identity groups. Thus, they say, the testing process is not “racist” after all. What is important to point out here is that if there HAD been a statistically significant difference in group identity outcomes for licensing teachers as a result of this test, this appeal would have failed. In other words, the appeals court affirmed, rather than refuted, Critical Theory.

There are a number of good reasons to oppose this test. 

1. It blames teacher competency for declining student math scores when in fact there are a number of causes, the most important of which is pedagogical changes that have been forced onto teachers. Basic skills need to be drilled. But drilling is out of vogue and is seen as old fashioned. The dirty little secret is that drilling works. And kids actually like drills if they are approached in the right way. No teacher would want to be seen using flash cards if they want to pass their next teacher performance evaluation. But they work like a charm to teach times tables.

2. Most teachers do not need a high level of mathematics competency, just as most don’t need a high level of artistic skill or an in-depth knowledge of the quantum theory of physics. The Math Test for New Teachers requires mathematics skills at the high school level, but few teachers will end up teaching high school math. In fact unless they have a specific qualification for that, they can’t. And to get that qualification they need… university level math courses. 

3. Downstream testing is a reflection on a lack of confidence in the training curriculum. If you want teachers to obtain a certain level of mathematics fluency, then provide the courses as part of the teacher education program. That program is two years long, plenty of time to cover whatever curriculum is considered important. You can be sure there is plenty of time spent on “Diversity, Equity, and Inclusion”. Of course teacher candidates who have taken mathematics courses at the university level would be exempt. 

4. The test perpetuates the fiction that subject area knowledge is the sole, or major criterion by which a person’s ability to teach can be assessed. While it is of course important that someone teaching something fully understands the curriculum they are teaching, unless they understand how to get those concepts and skills across to kids, teacher skill in that curriculum will not translate into good teaching. This test does not even pretend to evaluate pedagogical practices.

5. The test, which is multiple choice format, does not meet the criteria for effective evaluation being presented to teachers in teacher training programs or by school boards at professional learning sessions. All forms of test and exams are now frowned upon as ineffective for assessing student knowledge and skills, and multiple choice tests are especially denigrated. I am not saying teachers agree with this view, I am simply pointing out the contradiction of claiming that a certain type of evaluation is effective when used on teacher candidates while it is ineffective in the classroom.

The point is that the OTCC did not argue any of the above. All they tried (and ultimately failed) to argue was that the test was racist. Even though the government and court system has been captured by Critical Theory, their argument was not persuasive at all.

So where does this leave students and parents? Right where they were before. This test was never about quality of education but rather the government scapegoating teachers for the declining math proficiency of students. Meanwhile, the real reason students are not doing so well is due to, among other things, ineffective teaching pedagogy. Teachers have little control over that. Our politically opportunistic provincial government knows that opposing trendy, but ineffective, teaching pedagogy would run them up against some very powerful groups and likely carry a far greater political cost than benefit, so they won’t touch it. This is the same reason they have sat by and watched Critical Theory take over our institutions. 

The test remains on ice as the appeals process drags out. If the OTCC is smart, they will give up on this fool’s errand. They need to face the fact that the government has the right to set whatever standards it wants for teacher candidates to get licensed to teach in Ontario. If you don’t agree with their standards, take it up with them, and failing that, get organized for the next provincial election. 

If these future teachers really care about student learning, they should be advocating for a school system that emphasizes effort, individual student rights and responsibilities, merit, respect for self and others, appropriate discipline, pursuit of the truth in all things, and opposition to racism and intolerance based on our common humanity. But they are not. They have bought into the principles of Critical Theory: The system is not judged on the pursuit of excellence, fairness, and equality, but rather equal outcomes for identity groups. People’s feelings matter more than facts. As long as these things are the case, expect student achievement to continue to lag.  

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Thanks for reading. For more from this author, read Toronto Star Report on Destreaming is Inaccurate

Also, for more evidence of the ideological indoctrination in Canadian education, read Yes, schools are indoctrinating kids! And also, Yes, The University is an Indoctrination Camp!

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