Excerpt from Improving Schools by Standardized Tests

This book divides itself naturally into two parts. The first part has to do with the situation in which Superintendent Brooks found himself, with his successful campaign in educating his teachers to use standardized tests, with the results which he obtained, with the way he used these results to grade his pupils, to rate his teachers, and to evaluate methods of teaching, and finally with the use he made of intelligence tests. This is the first time, so far as I know; that a practical school man has, after planning carefully and executing to the last essential detail a large testing program, set down for the guidance of other practical school men just what he did.

We have waited a long time for this. The test-makers and technical research workers have been heard from extensively; and some of them have written for the benefit of teachers and supervising officials. Here, however, is one of their number who found unfavorable conditions in the district to which he had been assigned. He secured the support of his teachers in making a survey of these conditions by means of standardized tests. He gave the tests three times and made certain important uses of the results. Teachers, pupils, and parents were in favor of the tests as he used them. Moreover, he tells us just how he did these things; and he tells the story so clearly and so vividly that any one who reads his account will feel that he can do likewise.

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