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ERIC Number: EJ800877
Record Type: Journal
Publication Date: 2008-Mar-14
Pages: 21
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1068-2341
Does High-Stakes Testing Increase Cultural Capital among Low-Income and Racial Minority Students?
Hong, Won-Pyo; Youngs, Peter
Education Policy Analysis Archives, v16 n6 p1-21 Mar 2008
This article draws on research from Texas and Chicago to examine whether highstakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several studies indicate that these policies seemed to have had deleterious effects on curriculum, instruction, the percentage of students excluded from the tests, and student dropout rates. As a result, the policies seemed to have had mixed effects on students' opportunities to acquire embodied and institutionalized cultural capital. These findings are consistent with the work of Shepard (2000), Darling-Hammond (2004a), and others who have written of the likely negative repercussions of high-stakes testing and accountability policies. (Contains 2 tables and 9 footnotes.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; North Carolina; Texas; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001