Whatever one thinks of the heavy reliance on standardized tests in U.S. public education, one of the things on which there is wide agreement is that cheating must be prevented, and investigated when there’s evidence it might have occurred.
For anyone familiar with test-based accountability, recent cheating scandals in Atlanta, Washington, D.C., Philadelphia and elsewhere are unlikely to have been surprising. There has always been cheating, and it can take many forms, ranging from explicit answer-changing to subtle coaching on test day. One cannot say with any certainty how widespread cheating is, but there is every reason to believe that high-stakes testing increases the likelihood that it will happen. The first step toward addressing that problem is to recognize it.
A district, state or nation that is unable or unwilling to acknowledge the possibility of cheating, do everything possible to prevent it, and face up to it when evidence suggests it has occurred, is ill-equipped to rely on test-based accountability policies.