Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children's Academic Experiences in Shanghai Public Schools

Autor/in	Yiu, Lisa
Titel	Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children's Academic Experiences in Shanghai Public Schools
Quelle	In: Comparative Education Review, 64 (2020) 3, S.498-524 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/709429
Schlagwörter	High School Students; Admission (School); High Stakes Tests; Equal Education; Foreign Countries; Educational Experience; Public Schools; Scores; Social Differences; Rural to Urban Migration; Migrants; Academic Ability; Educational Resources; Integrity; Guidelines; Moral Values; Achievement Tests; International Assessment; Secondary School Students; China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Bildungserfahrung; Public school; Öffentliche Schule; Sozialer Unterschied; Landflucht; Migrantin; Bildungsmittel; Integrität; Richtlinien; Moral value; Ethischer Wert; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler
Abstract	This mixed method study analyzes rural migrant children's academic experiences in two Shanghai public schools when 2012 PISA scores were administered. It contributes empirical evidence on how hukou status shapes educational inequality in contemporary China. Since rural migrants are ineligible for the high-stakes test for Shanghai's senior secondary admission, teachers diverted resources towards urban children at the expense of rural migrants, regardless of academic potential. Such "successful" teaching practices to maximize ranking motivated excessive resource provision to the detriment of urban youth's development. This article argues that it is only possible to understand these patterns through an inequality theory that explicitly considers the diminished integrity of teaching in high-stakes testing contexts. The framework explains educational injustices when the moral assumption of "good" teaching to benefit a child is no longer valid, with implications on the growing global emphasis on high-stakes testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01