Assessment versus achievement: winner takes all

Florida schools consistently fail to make Adequate Yearly Progress [AYP] (FDOE, 2005d). Title I schools which serve poor and predominately students of color comprise the majority of schools designated as needing improvement in Florida. Black and Hispanic students, students with disabilities, and English language learners overwhelmingly perform below grade level on Florida's high stakes assessment, the Florida Comprehensive Assessment Test (FCAT). Many oppose high stakes tests because of assumptions that these tests promote narrowing the curriculum (Barksdale-Ladd & Thomas, 2000). Test preparation and ancillary activities often result in reduced time for academic learning at high levels. The author proposes alternatives to current school and state level policies in order to ensure that all students have the opportunity to learn the state curriculum. Furthermore, the author places the burden of change that will meet the needs of Florida's neediest children squarely on the shoulders of school leaders, including both teachers and administrators. Keywords: High stakes assessment, Adequate yearly progress, Students with disabilities, Exceptional education students, Black students, African American students