Earlier quoted context omitted.
I don't think that disagrees with me: yes, schools should teach a general understanding, rather than drilling a narrow toolbox that works on one specific test. But then: - As I said above, you would need to cite which test question are game-able, and which encourage this narrow teaching, which critics never do. - If the problem is that teachers try to satisfy this goal by trying to game the tests, then the problem is…
"From September until Christmas vacation, [Brookside] was like any school you would imagine. Then, once they got back from Christmas break, for the next nine weeks until testing began, it was a different animal. What they did was drop their curriculum, drop their texts, and instead study exclusively from a standardized-test prep book. Kids weren't getting a liberal arts education, but prepping to a very narrowly draw…
You raise an objection to raises and funding being tied to test outcomes. Why would this be bad? Sure, if the tests are testing the wrong things, then we should fix the tests. But, it's not impossible to measure educational outcomes. Why should teachers continued employment, and pay, not reflect how well they are measured to be doing, at the thing they are paid to do?