Date, 2013 To Whom It May Concern: This letter is to inform the district of my decision to refuse to allow my child to participate

in the End of Year standardized assessments given to students across North Carolina for the 2013-2014 school year. This refusal should in no way reflect on the teachers, administration or school board. This was not an easy decision but I feel that I have no other choice. I see these tests as harmful, expensive and a waste of time and resources. My child will not participate in any assessments other than those solely for the use of his or her classroom teacher. No person associated with the schools encouraged me in any way to take this action, in fact, I have been encouraged to have my children participate in the state assessments. I refuse to allow any data to be used for purposes other than the individual teachers own formative or cumulative assessment. Any assessment whose data is used to determine school ranking, teacher effectiveness, state or federal longitudinal studies or any other purpose other than for the individual classroom teachers own use to improve his or her instruction will not be presented to our child. To be clear, my child will not participate in the following: Any state assessment Any surveys, or field tests given by corporate or government entities or testing companies. Any exam used to formulate an evaluation or score for our childrens teachers or their school.

Furthermore, I ask that no record of this testing be part of my child's permanent file, as I do not wish my child to participate in standardized achievement testing for promotion, graduation, or school/state report cards. I believe the following of forced, high stakes testing: Is not scientifically-based and fails to follow the U.S. Government's own data on learning Fosters test driven education that is not meeting the individual/intellectual needs of students Presents a racial and economic bias detrimental to second language students, impoverished students, and students of diverse backgrounds Violates fiscal fairness in funding schools Supports complicity of corporate interests rather than democracy based on public concerns Fosters coercion over cooperation with regards to federal funding for public education Promotes a culture of lying, cheating, and exploitation within the school community Has used the achievement gap to foster a de facto segregation that has resulted in separate and unequal education for minorities Additionally, data collection of student's private information cannot be guaranteed security or that it will not be abused in some way by third party entities.

I understand that federal law provides the parent or guardian the right of choice regarding standardized testing when such testing violates beliefs. (I have cited the court cases below for you if you are interested). In contrast to my beliefs, which are firmly rooted in a moral code that embraces equity and fairness, I believe such testing is not in the best interests of my child since it fosters competition instead of cooperation, contributes to separate and unequal education for minorities, and belies my child's intellectual, creative, and problem-solving abilities, while presenting a fictitious picture as to the impact of the pedagogy provided by my child's individual educators. Ultimately, our state is required to provide our child with an education that does not force us to go against our core beliefs. My child should proceed to learn and develop at an individual pace following education standards that are imparted under the guidance of education professionals. Therefore, I request that the school provide appropriate learning activities during the testing window. I do apologize in advance for the inconvenience of having to make these alternative arrangements. I also apologize for any additional scrutiny that this decision may cause the administration, the school or the staff. I assume my child will not be questioned about this decision and this matter will stay between all adults involved. My child adores his or her school. Even if we do disagree, as a parent, I must do what I feel best protects the heart and mind of my children. Sincerely,

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The Supreme Court has repeatedly held that parents possess the fundamental right to direct the upbringing and education of their children. Furthermore, the Court declared that the child is not the mere creature of the State: those who nurture him and direct his destiny have the right coupled with the high duty to recognize and prepare him for additional obligations. (Pierce v. Society of Sisters, 268 U.S. 510, 534-35) The Supreme Court criticized a state legislature for trying to interfere with the power of parents to control the education of their own. (Meyer v. Nebraska, 262 U.S. 390, 402.) In Meyer, the Supreme Court held that the right of parents to raise their children free from unreasonable state interferences is one of the unwritten "liberties" protected by the Due Process Clause of the Fourteenth Amendment. (262 U.S. 399). In recognition of both the right and responsibility of parents to control their childrens education, the Court has stated, It is cardinal with us that the custody, care and nurture of the child reside first in the parents, whose primary function and freedom include preparation for the obligations the State can neither supply nor hinder. (Prince v.Massachusetts, 321 U.S. 158)