Impact of a High School Graduation Examination on Social Studies Teachers’ Instructional Practices

Abstract

The purpose of this study was to explore the impact of high-stakes tests on teachers’ instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Mississippi social studies teachers who teach the same content that is tested on their state’s high school graduation examination. An analysis found teachers spending the most time preparing students for the examination were more likely to use traditional, teacher-centered practices such as textbooks, multiple-choice questions, lecturing, and textbook-based assignments. Also, teachers’ use of instructional practices was most influenced by factors relating to sanctions attached to the examination rather than items such as personal desire or belief about using “best” practices.

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