The Impact of Standardized Testing What Teachers Teach and Don't Teach

Readings/Resources:


Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.

Barksdale-Ladd, M.A. & Thomas, K. (2000). What’s at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51(5), 384-397.

Hursh, D. (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295–308.

Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English Language Learners. Bilingual Research Journal, 30(2), 521–546.

Murnane, R.J. & Papay, J.P. (2010). Teachers’ views on No Child Left Behind: Support for the principles, concerns about the practices, Journal of Economic Perspectives (24)3, 151–166.

CREATE. Testing Today in Context: History, Impact, and Alternatives
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CREATE: HIGHLIGHTS of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
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En español


Pedulla, JJ.et al. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. National Board on Education Testing and Public Policy. Boston College: Boston.

Spohn, C. (2008). Teacher perspectives on No Child Left Behind and arts education: A case study. Arts Education Policy Review, 109(4), 3-11.

Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier (Ed.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 33-52). Boston, MA: Beacon Press.