Why Do Hard Things? Rethinking State Testing

Lake Elementary School principal Lisa Seale encourages her students to do their best as they prepare for "Game Day."

We’ve all heard it, and probably even said it: “My students are more than a test score.”

The sentiment behind that message is true and heartfelt, and I would expect every educator to share that belief.

But I’ve started to wonder—have we gone too far?

What if, in our desire to shield students from stress, we’ve accidentally sent the message that hard things are harmful? That pressure is something to avoid? That measurement is something to resist?

At a recent Leadership Academy event in the Scott County School District, Dr. Lance Evans, Mississippi’s state superintendent, said something that made me think. He said, 

High achievers want to be measured.

That is absolutely true. And it isn’t just true for students—it’s true for adults, too.

We measure what matters. And those who strive for excellence don’t try to run away from measurement. They lean into it.

A Challenge Worth Rising To

It's no secret. No one is a fan of testing season.

There are tight schedules, strict protocols, and a pressure that can feel overwhelming for teachers and students alike.

But beneath all of that, there’s something worth protecting. Our students need to know that effort matters.

Excellence is worth striving for. And showing what you’ve learned should make you feel proud, not ashamed.

Mississippi's current accountability system rewards growth twice as much as proficiency. Not every student will reach proficiency, but we believe that every student can grow.

When we frame state testing as the villain in the story of school, we miss a powerful opportunity to build something better in our students:

• Resilience

• Focus

• Composure under pressure

• A sense of accomplishment

We forget that many students crave moments where their effort leads to a measurable result.

Just like athletes live for game day and performers live for the stage, high achievers want the chance to show what they can do.

Every student has the potential to be a high achiever in something.

And we believe that all students can grow.

The Narrative Is Changing--and Maybe That's a Problem

Right now, there is a strong cultural push against testing.

Teachers, parents, and even political leaders are raising concerns about test prep, screen time, and how testing affects kids emotionally.

Some of these concerns are valid. No one wants to see a school reduced to "drill the skill" worksheets or kids breaking down under unrealistic expectations.

But the answer is not to remove challenge. Instead, we should reframe it.

We can teach students that testing isn’t just about a score. It is really about showing up, giving your best, and being part of a team that’s working toward something meaningful.

Creating a Game Day Culture

Some schools treat testing like a burden to survive.

But great schools treat it like game day.

And just like in sports, how you frame it makes all the difference.

At Lake Elementary, students are honored and awarded for accepting the challenge.

Game day isn’t easy. But athletes don’t complain that the scoreboard is unfair. They don’t say the rules are too structured. They don’t demand that the game should be easier.

Instead, they train for it. They want to win.

They don't just want a trophy, but they want to do their best because winning shows their hard work.

Shouldn't we treat testing the same way?

What if our students saw testing as a moment to rise?

What if teachers rallied together like coaches in a championship season?

What if school leaders stopped downplaying expectations? What if we spoke with vision, not hesitation?

More Than a Score, but the Score Still Matters

Of course our students are more than a number. But that doesn’t mean the number tells us nothing.

If a student reads fluently, solves problems, and communicates effectively, a well-designed test will often reflect that.

If a student struggles with foundational skills, it may show up there too.

Great educators shouldn’t fear that kind of feedback. We should use it to improve real outcomes for our students.

Do we really want to produce graduates who can't read, write, or apply basic math concepts?

Testing helps to reveal the gap between what the what we want for our students and where they stand right now.

And that’s where the real work is for educators.

The Role of Leadership

This isn’t just a classroom issue. It’s a leadership issue.

If we, as leaders, frame testing as a necessary evil, our staff will absorb that. So will our students.

If we roll our eyes at state and district mandates or send mixed messages about effort and results, we train our teachers to do the same.

Be clear. Be proud. Create a culture where students don’t just survive the test. They rise to it.

Great leaders raise the bar, and they encourage teachers and students to believe in themselves, as well.

Measurement Is Not the Enemy. Mediocrity Is.

The pushback against testing often comes from adults' heart for students.

But if we’re not careful, we can replace a culture of excellence with a culture of excuses.

We don’t build great schools by lowering the bar. We build them by helping students and teachers meet high expectations one challenge at a time.

So yes, your students are more than a score.

But they are also capable of greatness.

Let’s stop being afraid to measure it.

Let’s stop apologizing for expecting it.

Let’s start teaching kids to rise to the challenge.

Because high achievers—the ones who will lead, build, innovate, and change the world—they want to be measured.

And we should, too.

I think everyone has an opinion on this topic. I'd love for you to join the conversation in the comments below.