Does High-Stakes Testing Increase Cultural Capital among Low-Income and Racial Minority Students?

Autor/inn/en	Hong, Won-Pyo; Youngs, Peter
Titel	Does High-Stakes Testing Increase Cultural Capital among Low-Income and Racial Minority Students?
Quelle	In: Education Policy Analysis Archives, 16 (2008) 6, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Income; Dropout Rate; Testing; High Stakes Tests; Accountability; Minority Groups; Elementary Secondary Education; Public Schools; Federal Legislation; Government School Relationship; Cross Cultural Training; Cultural Traits; Academic Achievement; Illinois; North Carolina; Texas; United States + Suchen Sie Ihr Suchwort? Einkommen; Testdurchführung; Testen; Verantwortung; Ethnische Minderheit; Public school; Öffentliche Schule; Bundesrecht; Interkulturelle Orientierung; Schulleistung; USA
Abstract	This article draws on research from Texas and Chicago to examine whether highstakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several studies indicate that these policies seemed to have had deleterious effects on curriculum, instruction, the percentage of students excluded from the tests, and student dropout rates. As a result, the policies seemed to have had mixed effects on students' opportunities to acquire embodied and institutionalized cultural capital. These findings are consistent with the work of Shepard (2000), Darling-Hammond (2004a), and others who have written of the likely negative repercussions of high-stakes testing and accountability policies. (Contains 2 tables and 9 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10