***Some Important Information During High Stakes Testing Season*** “You don’t fatten the pig by weighing it.” As a therapist, and as a former principal, this quote hits harder every single spring. Because right now, across the United States, we are weighing… and weighing… and weighing… and somewhere along the way, we’ve confused measurement with growth. Here’s the reality. In the United States, students take annual standardized tests from grades 3–8, often tied to school ratings, funding, teacher evaluation, and sometimes even student promotion. Meanwhile, countries that often outperform or rival us academically, like Finland, take a very different approach. Finnish students typically take just one major standardized test at the end of high school. Their system relies more on teacher-led assessment, trust, ongoing feedback, and meaningful learning rather than constant high-stakes exams. Despite far less testing, they have historically performed at or near the top internationally in reading, math, and science. Let that sink in. Less testing… strong outcomes… healthier students. So what’s happening to our kids? We’re not just measuring learning. We’re putting pressure on developing brains and bodies. Research and data show that many students experience significant test anxiety, especially with high-stakes assessments. That anxiety can show up as stress, fear of failure, stomachaches, headaches, sleep problems, panic, shutdown, avoidance, and difficulty concentrating. And beyond the stress, too much testing can narrow the curriculum and shift the focus from real learning to test performance. It can reduce curiosity, creativity, play, exploration, and a true love of learning. Children do not fall in love with learning by being constantly measured. They fall in love with learning when they feel safe, curious, successful, challenged, connected, and inspired. The opportunity cost matters too. Every hour spent preparing for a high-stakes test is an hour not spent reading great books, doing science experiments, creating art, solving real-world problems, building relationships, exploring interests, moving, playing, collaborating, or learning deeply. Some studies have found that students may spend 20–25 hours per year just taking standardized tests, with some grades losing multiple full school days to testing. That does not even include the weeks of review, practice tests, test-taking strategies, schedule disruptions, makeup testing, and the emotional buildup before the test. So the question is not just, “How much testing is too much?” The question is: What are we giving up? As a former principal, I believe assessment matters. We need to know how students are doing. But assessment should inform instruction, not dominate the school experience. It should help us understand students, not define them. It should guide learning, not replace it. Instead of only asking, “How did they score?” we should also be asking: Do they feel safe enough to learn? Do they feel confident, capable, and supported? Can they think, create, problem solve, and collaborate? Are they developing curiosity and a love of learning? Do they believe in themselves? Because those are the things that actually predict long-term success. This isn’t about eliminating assessment. It’s about using it wisely. We need more low-stakes feedback, performance-based learning, teacher judgment, professional trust, creativity, curiosity, meaningful projects, and balance between accountability and humanity. In other words, Grow the pig. Don’t just keep weighing it. To every student right now, You are more than a score. You are more than a percentile. You are more than a test. And to every educator and parent Let’s remember what really matters. Because long after the test is over, what stays with a child is not the score. It’s how they felt. -Dr Bryan Pearlman “Maslow Before Bloom” BryanPearlman.com