Introduction Standardized testing is an integral part of school systems across the nation, as many subjects require some sort of assessment to gauge a student’s comprehension of the material. Many times standardized tests are used as tools to determine whether students make it to the next grade level, receive credit, or if they are to be accepted to another program/school, for example college and graduate programs. Even though it is common for students to experience some sort of testing, many people have reexamined the integral purpose that standardized tests have and to see how much weight should be given to test results. The dispute over standardized testing has even made a mark in American legislation. In 2001 former President George
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In a poll performed by Phi Delta Kappa/Gallup (poll was performed on a body of undergraduate students) it was seen that 63% of the public was accepting over the requirement of high school students taking a standardized test to graduate, while 36% were opposed to the idea (Magee, 2012). But when the public was asked about their feelings concerning a standardized test being used to determine important conclusions concerning students and schools it was seen that 69% rejected the idea, as it “would not provide a fair picture of whether or not a school needs improvement” (Magee, 2012). The results of this specific study proves to contain important information, as it could be seen that a majority of the public believes that standardized testing should be implemented in certain situations, in this cases graduating high school, but in terms of having standardized tests be used to judge more widespread facts over the education system it proved to be unpopular. Much of the public struggles to see if standardized testing has the ability to provide insight about a student's performance and ability to comprehend the given …show more content…
In a study performed by a group of researchers it was found that a standardized test that was used to test for gifted students excluded “a large body of gifted students”(Seon-Young et al., 2006). Some reasoning why some gift students were excluded include the fact that some gifted students were not native English speakers, were from families with a low socioeconomic status, and were from geographically distant locations (Seon-Young et al., 2006). Even though it was clear to many teachers and administrators that many of these students deserved to be in the gifted program due to their dedication, hard work, and mere intelligence, it was seen that due to standardized test results many of these “gifted” students were unable to enter the program. It is well documented that children who come from a lower socio-economic status than wealthier families do not do as well in standardized tests and school due to lack of opportunities, while those same opportunities are readily given to students from wealthier families (Kearns,
In a poll performed by Phi Delta Kappa/Gallup (poll was performed on a body of undergraduate students) it was seen that 63% of the public was accepting over the requirement of high school students taking a standardized test to graduate, while 36% were opposed to the idea (Magee, 2012). But when the public was asked about their feelings concerning a standardized test being used to determine important conclusions concerning students and schools it was seen that 69% rejected the idea, as it “would not provide a fair picture of whether or not a school needs improvement” (Magee, 2012). The results of this specific study proves to contain important information, as it could be seen that a majority of the public believes that standardized testing should be implemented in certain situations, in this cases graduating high school, but in terms of having standardized tests be used to judge more widespread facts over the education system it proved to be unpopular. Much of the public struggles to see if standardized testing has the ability to provide insight about a student's performance and ability to comprehend the given …show more content…
In a study performed by a group of researchers it was found that a standardized test that was used to test for gifted students excluded “a large body of gifted students”(Seon-Young et al., 2006). Some reasoning why some gift students were excluded include the fact that some gifted students were not native English speakers, were from families with a low socioeconomic status, and were from geographically distant locations (Seon-Young et al., 2006). Even though it was clear to many teachers and administrators that many of these students deserved to be in the gifted program due to their dedication, hard work, and mere intelligence, it was seen that due to standardized test results many of these “gifted” students were unable to enter the program. It is well documented that children who come from a lower socio-economic status than wealthier families do not do as well in standardized tests and school due to lack of opportunities, while those same opportunities are readily given to students from wealthier families (Kearns,