ERIC Number: EJ1118042
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Standardized Testing and School Segregation: Like Tinder for Fire?
Knoester, Matthew; Au, Wayne
Race, Ethnicity and Education, v20 n1 p1-14 2017
Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision "Brown v. Board of Education," and the de facto re-segregation that followed the dismantling of many desegregation plans, along with the increase of school choice plans. We then analyze these effects in light of the ways that high-stakes standardized testing has grown in importance and intensity in US education policy and practice, especially during the most recent period of school re-segregation. Based on the evidence we argue that the intrinsic features of high-stakes testing, combined with current systems of school choice, function as mechanisms used for racial coding that facilitate segregation and compound inequalities found in schools.
Descriptors: Standardized Tests, School Segregation, Desegregation Litigation, School Desegregation, School Resegregation, Educational Policy, Educational Practices, Testing, School Choice, Equal Education, Court Litigation, Racial Segregation, Social Action, Civil Rights Legislation, Civil Rights, Resistance to Change, Racial Relations, Racial Attitudes, Whites, Social Theories, Parents, Correlation, Minority Group Students, Students, Race, Critical Theory
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education
Grant or Contract Numbers: N/A