ERIC Number: EJ940272
Record Type: Journal
Publication Date: 2004
Reference Count: 35
Oppression, Privilege, and High-Stakes Testing
Grant, Carl A.
Multicultural Perspectives, v6 n1 p3-11 2004
Today, discussions about high-stakes testing of students rage in the popular media, in the Oval Office, in Congress, and within state houses across the nation. Also, reactions to these discussions of high-stakes testing are underway in schools and communities, among and between teachers, students, parents, and administrators. This article discusses the oppression and privilege of high-stakes testing. The author discusses who is oppressed and who is privileged because of high-stakes testing. The oppression he speaks of is both mental and physical oppression. Before he proceeds with his discussion of oppression, privilege, and high-stakes testing, the author begins with a definition of high-stakes testing and a brief overview of the history of tests in education. There are more comprehensive historical accounts of tests and testing in the education literature. Here, he intends to prick one's collective memory and sharpen one's vigilance, because tests and testing have caused the oppression of students of color over the decades.
Descriptors: High Stakes Tests, Advantaged, Disadvantaged, Income, Politics of Education, Socioeconomic Status, Minority Group Students, Teacher Effectiveness, Educational History
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress