The Adverse Impact of High Stakes Testing on Minority Students: Evidence from 100 Years of Test Data.

Abstract

This paper examines four aspects of current high stakes testing that impact minority students and others traditionally underserved by American education. Data from research conducted at Boston College over 30 years highlight 4 issues: high stakes, high standards tests do not have a markedly positive effect on teaching and learning; high stakes tests do not motivate the unmotivated; authentic high stakes assessments are not a more equitable way to assess the progress of students who differ in race, culture, native language, or gender; and high stakes testing programs have been shown to increase high school dropout rates, particularly among minority populations. The paper emphasizes the need to carefully monitor the four issues. Though raising educational standards and improving educational quality in American schools is important, efforts to foster academic achievement must involve more than simply setting demanding standards and mandating examinations that are referenced to them. The task remains to identify strategies for achieving the desirable reform objectives efficiently and effectively without having a negative impact on any subpopulation of students. An appendix presents: comparability of the Third International Mathematics and Science Study (TIMSS) Population 3 coverage index and data on dropouts in the United States. (Contains 59 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. 1 THE ADVERSE IMPACT OF HIGH STAKES TESTING ON MINORITY STUDENTS: EVIDENCE FROM 100 YEARS OF TEST DATA George Madaus and Marguerite Clarke U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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