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ERIC Number: EJ936746
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0380-2361
High-Stakes Standardized Testing & Marginalized Youth: An Examination of the Impact on Those Who Fail
Kearns, Laura-Lee
Canadian Journal of Education, v34 n2 p112-130 2011
This study examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test. Interviews with youth indicate that the unintended impact of high-stakes testing is more problematic than policy makers and educators may realize. In contrast to literacy policy's aims to help promote the "well-being" of all learners, and "equity" within the educational system; youth attest to feeling "shame" and show further marginalization due to this testing mechanism. These findings suggest that it is necessary to broaden the dialogue about the impact of high-stakes standardized literacy testing and its effects. (Contains 2 footnotes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada