The testing culture and the persistence of high stakes testing reforms

Education and Culture 23 (1):55-72 (2007)

Abstract
: The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the widespread acceptance and use of standardized tests in the United States, we argue that there is a pervasive testing culture, in addition to other contributing factors such as administrative utility, profit motives, and political ideology. Finally, we offer a critique of high stakes testing reforms in light of concerns about equality of educational opportunity
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1353/eac.2007.0010
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 46,373
Through your library

References found in this work BETA

Outline of a Theory of Practice.Pierre Bourdieu - 1981 - Human Studies 4 (3):273-278.
The Mismeasure of Man.Stephen Jay Gould - 1981 - W.W. Norton and Company.
Sovereign Virtue: The Theory and Practice of Equality.R. M. Dworkin - 2002 - Philosophical Quarterly 52 (208):377-389.
Democratic Education.Alison M. Jaggar - 1990 - Philosophical Review 99 (3):468-472.

View all 14 references / Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Mandatory Hiv Testing in Pregnancy: Is There Ever a Time?Russell Armstrong - 2008 - Developing World Bioethics 8 (1):1–10.
The Ethics of Routine HIV Testing: A Respect-Based Analysis.Thaddeus Metz - 2005 - South African Journal on Human Rights 21 (3):370-405.
Aptitude Testing Is Not an Engine for Equalising Educational Opportunity.Robert Wood - 1986 - British Journal of Educational Studies 34 (1):26 - 37.

Analytics

Added to PP index
2009-01-28

Total views
68 ( #128,941 of 2,286,173 )

Recent downloads (6 months)
3 ( #413,633 of 2,286,173 )

How can I increase my downloads?

Downloads

My notes

Sign in to use this feature