Teacher Perceptions of the Impact of the Common Core Assessments on Linguistically Diverse High School Students

Abstract

Any discussion of the Common Core State Standards (CCSS) is incomplete without an understanding of the assessments that go along with them, since test makers were an integral part of the panels designing the standards. The Partnership for Assessment of Readiness for College and Careers (PARCC) is one of the two consortia (along with Smarter Balanced) developing tests for multiple states that align with the CCSS. This article shows how teachers perceive the impact of the CCSS and high-stakes assessment, particularly the PARCC, on a linguistically diverse school in the Southwestern U.S. The authors begin by reviewing work focused on how the creators of the CCSS and the associated assessments have overlooked ELL student populations. They then present findings from a multi-year study involving teacher interviews and classroom observations, focusing particularly on the following: psychological effects on students, the challenges of developing a literacy test for a homogeneous population, accessibility and accommodations, and computer-based administration.

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