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ERIC Number: ED450183
Record Type: Non-Journal
Publication Date: 2001
Pages: 51
Abstractor: N/A
The Adverse Impact of High Stakes Testing on Minority Students: Evidence from 100 Years of Test Data.
Madaus, George F.; Clarke, Marguerite
This paper examines four aspects of current high stakes testing that impact minority students and others traditionally underserved by American education. Data from research conducted at Boston College over 30 years highlight 4 issues: high stakes, high standards tests do not have a markedly positive effect on teaching and learning; high stakes tests do not motivate the unmotivated; authentic high stakes assessments are not a more equitable way to assess the progress of students who differ in race, culture, native language, or gender; and high stakes testing programs have been shown to increase high school dropout rates, particularly among minority populations. The paper emphasizes the need to carefully monitor the four issues. Though raising educational standards and improving educational quality in American schools is important, efforts to foster academic achievement must involve more than simply setting demanding standards and mandating examinations that are referenced to them. The task remains to identify strategies for achieving the desirable reform objectives efficiently and effectively without having a negative impact on any subpopulation of students. An appendix presents: comparability of the Third International Mathematics and Science Study (TIMSS) Population 3 coverage index and data on dropouts in the United States. (Contains 59 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A