High Stakes Testing Essay

Claim: High stakes test taking absolutely perpetuates the inequality in our public school system. These tests are created far withdrawn from the actual students they test, and rely heavily on mainstream curriculum. The test results, which normally favor wealthier schools, perpetuate the cycle of inequality, by rewarding these schools.

Evidence: These tests were designed to even the playing field among students and hold people accountable by the same standards. However, you cannot hold students to the same standards, when they do not receive the same education. These tests are unfair in so many ways, and are leaving children behind.
• These tests are created by people far removed from the actual students, and are often used to meet a political agenda. “Political motivations and the exercise of political power by those in positions of authority, rather than sound educational reasons, have driven the nation’s use of standardized tests in schools.” (Sacks, 70)
• The tests are based almost entirely on mainstream curriculum. “A curriculum that focuses on the experiences of mainstream Americans and largely ignores the experiences, cultures, and histories of other ethnic, racial, cultural, language, and religious groups has negative
consequences for both mainstream students and students of color.”(Pg. 181) “A mainstream-centric curriculum has negative consequences for mainstream students because it reinforces their false sense of superiority, gives them a misleading conception of their relationship with other racial and ethnic groups, and denies them the opportunity to benefit from the knowledge, perspectives, and frames of reference that can be gained from studying and experiencing other cultures and groups.” (Pg 181-182)
• The tests do not take into account the lack of resources the students are dealing with. As we have discussed before in this class, holding students responsible for things outside of their control only perpetuates inequality. “...fails to account for the structural conditions that consistently characterize the schools that poor and minority students attend, including unequal resources, lack of qualified teachers, and a greater use of heavy handed discipline.” (Pg. 34)

Evidence: The long term effects of high risks tests can be catastrophe, not only for the students, but also for our society. These tests limit opportunities for underprivileged students and slam doors that are already partially closed for them.
• There has been a significant increase in the dropout rate, particularly among minorities and the poor sine these standardized tests were introduced. “We calculated that 88 percent of the states with high stakes tests have higher dropout rates in comparison to the rest of the nation after the state implements high stakes graduation exams.” (Amrein)
• The dropout rates do not include students who may have switched to the GED program to avoid the high stakes tests.
• As we discussed back in chapter four, once a student is denied the opportunities they need to break free of their current position, this cycle will continue. “...research suggests that individual achievement is, in fact, much more highly correlated with family socioeconomic status than with school characteristics.”(Pg. 65)

Opinion: In my opinion high stakes tests are unfair to all students.
Taking results from one day and using that to judge a student’s past successes and future is ludicrous. While these tests are intended to close the achievement gap, they are not taking important information into consideration. These tests do not consider the lack of resources students have both at school and at home. They do consider students for whom English is their second language. Some of these children have parents who are not involved, for lack of concern, lack of education, or just a lack of time. Education is vital in getting ahead in the world and trying to escape your current situation, and we are taking this chance away from the students that need it
most.