Abstract
High-stakes testing has become synonymous with the United States (U.S.) education system. This began in the early 1900’s through the form of intelligence testing which was developed by several U.S. psychologists. Since then, high-stakes testing has taken on many forms. Popular policies such as No Child Left Behind (NCLB), Race to the Top, and the Every Student Succeeds Act (ESSA) have all taken aim at increasing academic achievement and holding schools accountable through high-stakes, standardized tests. Even through its varying forms, high-stakes tests have continued to perpetuate inequalities. Considering this, the current study examines how the rhetoric used in describing intelligence testing compares to the rhetoric used within the current policy on high-stakes testing being implemented in U.S. schools. Knowing that the afore mentioned high-stakes testing policies have pushed the message of improving educational outcomes for all students, this research also explores the effect(s) the emphasis on high-stakes testing has had on the closure of the achievement gap between white students and students of color in U.S. public schools. Assessment will always be an important element of education but, it does not have to dictate a student or school’s worth as it has in the past.
Recommended Citation
Haskell, Noelle E.
(2025)
"An Accountability Myth: A Critical Analysis on High-stakes Testing in U.S. Schools,"
Journal of Multicultural Affairs: Vol. 10:
Iss.
3, Article 1.
Available at:
https://scholarworks.sfasu.edu/jma/vol10/iss3/1
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