Arizona AIMS or Staford 9 Opt-out in English and Spanish

Dear Principal ___________________ and Superintendent ___________________,

I do not want my child, _______________________________, to
take the Stanford 9 and AIMS tests. The range of my child's intellectual
and emotional qualities is not measured by standardized tests.
We are dissatisfied with these tests because they don't measure
meaningful learning, they create inappropriate pressures on children,
they create counterproductive rivalry among schools, they're responsible
for less rigorous and engaging education because teachers feel
compelled to raise the scores, and better forms of assessment
are available.

We object on moral grounds to standardized tests contributing
to discrimination, increasing pupil alienation, and spurring unsuccessful
students to drop out. We find standardized testing socially unconscionable---leading
to gate keeping and perpetuating social segregation.

As concerned parents with the responsibility and right to be
involved in the academic training of our child (Arizona Revised
Statute §15-102), it is within our legal and moral right
to opt out of standardized testing and insist upon better ways
of evaluating our child's understanding of ideas. We request
useful assessments which advance fairness, accuracy, quality,
and equity: evaluations such as the Learning Record (analysis
of students' learning over time by a teacher who knows them well),
work sampling over time, structured and informal observations
and interviews, performance and exhibitions, audio and videotapes,
portfolio and journal assessments, and evaluation including input
from teachers, students, parents, counselors, and principals.



Signature of parent/guardian



A. The governing board, in consultation with parents, teachers
and administrators, shall develop and adopt a policy to promote
the involvement of parents and guardians of children enrolled
in the schools within the school district, including:

3. Procedures by which parents who object to any learning material
or activity on the basis that it is harmful may withdraw their
children from the activity or from the class or program in which
the material is used. Objection to a learning material or activity
on the basis that it is harmful includes objection to a material
or activity because it questions beliefs or practices in sex,
morality or religion.


Whereas, section 15-102, Arizona Revised Statutes, requires school
governing boards to develop and adopt a policy to promote the
involvement of parents and guardians in their children's education;

Whereas, this statute directs schools to include in their policy
a plan to foster parent and teacher cooperation in such areas
as homework, attendance and discipline and to include procedures
by which parents may learn about their children's studies and
learning materials and may object to any materials or activities
they believe to be harmful to their children; and

Whereas, while these requirements are important to fostering
a cooperative and understanding relationship between parents and
schools, they do not adequately stress the involvement of parents
in all aspects of their children's education as the primary step
that parents can take to ensure the academic success of their
children; and

Whereas, close parental involvement in their children's education,
both in and out of the classroom, is absolutely essential to the
constructive and successful academic preparation children need
to assume their future roles as responsible and knowledgeable
adult citizens of our state and nation.


Be it resolved by the House of Representatives of the State
of Arizona, the Senate concurring:

1. That the members of the Forty-second Legislature of the
State of Arizona encourage school districts, in meeting the requirements
of section 15-102, Arizona Revised Statutes, to stress parental
involvement as the single most important thing parents can do
to ensure the academic success of their children.

2. That the Secretary of State of the State of Arizona transmit
certified copies of this Resolution to the governing board of
each school district in Arizona.


1-213. Words and phrases
Words and phrases shall be construed according to the common and
approved use of the language. Technical words and phrases and
those that have acquired a peculiar and appropriate meaning in
the law, shall be construed according to such peculiar and appropriate





Estimado Director/a__________________ y Superintendente___________________,

No estamos de acuerdo ni deseamos que nuestro/a hijo/a, ______________________,
presente los exámenes Stanford 9 y AIMS. Dichos exámenes
no tienen la capacidad de medir el alcance intelectual de mi hijo/a.
Así mismo, falla en medir las cualidades emotivas de mi
hijo/a. Nos encontramos insatisfechos con antedichos exámenes
puesto a que en realidad no miden el aprendizaje real y significativo,
producen presiones que no son propias para niños, en igual
producen rivalidad contraproducente entre las escuelas, y de la
misma manera demsinuyen el valor de la educación al creár
ambientes en los cuales los maestros se sienten obligados al aumentar
los resultados de los exámenes y por lo consiguiente practican
una enseñanze menos rigurosa y menos cautivosa. Hay mejores
métodos de evaluar disponibles y debemos hacer uso de ellos.

Desaprobamos de estos exámenes por motivos morales puesto
a que contribuyen a la discriminación, aumentan la alienación
estudiantil, y les brinda incentivo para abandonar los estudios
a los alumnos que tienen poco éxito al presentar estos
exámenes. Así mismo, nos parece que este tipo de
exámen es inescrupuloso en cuanto a lo social, lo cual
fomenta ofrecer oportunidades unicamente a siertos estudiantes
y perpetúa a la segregación social.

Asumiendo la responsabilidad, el interés, y el derecho
de padres queines están envolucrados en el aprendizaje
de nuestro hijo/a (Arizona Revised Statute §15-102), estamos
dentro nuestro derecho jurídico y moral en optar que excluyan
a nuestro hijo/a de presentar estos exámenes y además
insistimos que se utilízen otros medios de evaluación
para medir el aprendizaje y entendimiento de conceptos e ideas
de nuestro hijo/a. Solicitamos evaluaciónes útiles
que promueven la imparcialidad, la exactitud, y la calidad en
los estudios. Evaluaciones como los "Registros de Aprendizaje"
(un analasis del aprendizaje del estudiante que mantiene la maestra/o,
quien tiene el major conocimiento del alumno, sobre un largo plazo
de tiempo), observaciones formales e informales en igual que las
entrevistas, ejucuciones y exhibiciones, grabaciones de audiofrecuencia
y de video, evaluación de portafolios y de diarios, y evaluaciones
que incluyen intervención de maestros, los mismos estudiantes,
los padres, concejeros, y los directores.

Firma del padre(s)/guardián