High-Stakes, Standardized Testing and Emergent Bilingual Students in Texas
An Overview of Study Findings and a Call for Action
Keywords:
literacy, high-stakes testing, teacher educationAbstract
Public schools in the U.S. today are educating more students from language and racial/ethnic minority backgrounds and from lower socioeconomic groups and schools have a history of providing inequitable educational opportunities that disadvantage low income and students of color who are increasingly segregated in under-funded schools. High-stakes standardized tests have long been a part of Texas education policy even though decades of research shows high-stakes, standardized testing to be a deeply flawed policy that further exacerbates already existing educational inequalities and disadvantages non-dominant students. This paper contributes to that body of scholarship by offering an overview of findings from an ethnographic study examining how emergent bilingual students experience high-stakes accountability in a public high school in El Paso. The paper concludes by looking to the role that teacher educators and educator preparation programs can play developing individual agency among in- and pre-service teachers – an agency fueled by professional knowledge about teaching, learning, and testing and by developing imaginative pathways for advocacy – to reduce the dominance of high-stakes, standardized testing systems and test-centric instruction in Texas public schools.
References
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Mahon, E.A. (2006). High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal, 30(2), 479-497.
Maxwell, J.A. (2005). Qualitative Research Design: An Interactive Approach (2nd ed). Thousand Oaks, CA: Sage Publications.
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McNeil, L.M. (2000b). Contradictions of school reform: Educational costs of standardized testing. New York, NY: Routledge.
McNeil, L. & Valenzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric. In G. Orfield and M.L. Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 127-150). New York, NY: The Century Foundation Press.
Mehta, J. (2015). Escaping the shadow: A Nation at Risk and its far-reaching influence. American Educator, 20-44.
Mehta, J. & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Cambridge, MA: Harvard University Press.
Menéndez, J. (2019, April 1). The STAAR test is hurting our kids. We need to act now. Texas Monthly. Retrieved from https://www.texasmonthly.com/opinion/state-senator-jose-menendez-staar-test-hurting-kids-need-act-now/
Menken, K. (2008a). English learners left behind: Standardized testing as language policy. Buffalo, NY: Bilingual Matters, Inc.
Menken, K. (2008b). High-stakes tests as de facto language education policies. In E. Shohamy & N.H. Hornberger (Eds.), Encyclopedia of Language and Education (pp. 401-413). New York, NY: Springer.
Menken, K. (2010). NCLB and English language learners: Challenges and consequences. Theory into Practice, 49(2), 121-128.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy curriculum. Language and Teaching, 46(4), 438-476.
Moje, E.B., Giroux, C., & Muehling, N. (2017). Navigating cultures and identities to learn literacies for life: Rethinking adolescent literacy teaching in a post-core world. K.A. Hinchman and D.A. Appleman (Eds.), Adolescent literacies: A handbook of practice-based research (pp. 3-20). New York, NY: The Guilford Press.
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Neuendorf, K.A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications.
Ochs, E., & Schieffelin, B.B. (1984). Language acquisition and socialization: Three developmental stories and their implications. In R.A. Schweder and R.A. LeVine (Eds.) Culture theory: Essays on mind, self, and emotion, (pp. 276-320). Cambridge, MA: Cambridge University Press.
Paris, D. & Alim, H.S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teachers College Press.
Pennington, J.L. (2004). The colonization of literacy education: A story of reading in one elementary school. New York, NY: Peter Lang.
Saldaña, J. (2016). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications Ltd.
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