Four Effects of the High-Stakes Testing Movement on African American K-12 Students

Autor/inn/en	Thompson, Gail L.; Allen, Tawannah G.
Titel	Four Effects of the High-Stakes Testing Movement on African American K-12 Students
Quelle	In: Journal of Negro Education, 81 (2012) 3, S.218-227 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	High Stakes Tests; School Effectiveness; Teaching Methods; African American Students; African American Achievement; African American Education; Educational Practices; Instructional Effectiveness; Educational Policy; Policy Analysis; Educational Assessment; Educational Indicators; Achievement Gap; Educational Change; Achievement Need; Achievement Gains; Discipline Policy; United States + Suchen Sie Ihr Suchwort? Schuleffizienz; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungspraxis; Unterrichtserfolg; Politics of education; Bildungspolitik; Politikfeldanalyse; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsreform; Achievement gain; Leistungssteigerung; Disziplinarmaßnahme; USA
Abstract	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. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10