Four Effects of the High-Stakes Testing Movement on African American K-12 Students
In order to ensure that American students are competitive with students in other countries, since the 1980s, U.S. policymakers have been trying to improve the K-12 public school system. Recent reform efforts have led to the current high-stakes testing movement, which measures student achievement and...
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Veröffentlicht in: | The Journal of Negro education 2012-07, Vol.81 (3), p.218-227 |
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description | In order to ensure that American students are competitive with students in other countries, since the 1980s, U.S. policymakers have been trying to improve the K-12 public school system. Recent reform efforts have led to the current high-stakes testing movement, which measures student achievement and school effectiveness mainly by standardized test scores. In this article, the authors explain how the current high-stakes testing movement has harmed African American students through (1) instructional practices that have not resulted in widespread higher test scores; (2) increasing student apathy; (3) more punitive discipline policies and pushing more youth into the prison pipeline, and also by (4) creating a narcissistic education system that strives to make schools “look good,” even if students are not really learning information that will help them improve the quality of their lives. The authors conclude with recommendations that can improve the schooling experiences of African American youth. |
doi_str_mv | 10.7709/jnegroeducation.81.3.0218 |
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The authors conclude with recommendations that can improve the schooling experiences of African American youth.</description><subject>Academic Achievement</subject><subject>Achievement Gap</subject><subject>Achievement tests</subject><subject>African American culture</subject><subject>African American education</subject><subject>African American Students</subject><subject>African American studies</subject><subject>African Americans</subject><subject>Black students</subject><subject>Classroom management</subject><subject>Discipline</subject><subject>Dropout Rate</subject><subject>Educational Change</subject><subject>Educational Needs</subject><subject>Educational Quality</subject><subject>Educational reform</subject><subject>Grade 4</subject><subject>Graduation Rate</subject><subject>High school students</subject><subject>High Schools</subject><subject>Learning</subject><subject>Males</subject><subject>Mathematics education</subject><subject>Mathematics 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subjects | Academic Achievement Achievement Gap Achievement tests African American culture African American education African American Students African American studies African Americans Black students Classroom management Discipline Dropout Rate Educational Change Educational Needs Educational Quality Educational reform Grade 4 Graduation Rate High school students High Schools Learning Males Mathematics education Mathematics Skills Men Minority group students No Child Left Behind Act No Child Left Behind Act 2001-US Professional development Public schools Reading School dropouts School Effectiveness School systems Secondary school students Standardized tests Teachers Youth |
title | Four Effects of the High-Stakes Testing Movement on African American K-12 Students |
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