The Effects Of Standardized Tests On The Performance Of American Children And Schools

1411 Words Sep 30th, 2014 6 Pages
Introduction One of the moments that defined the presidency of George Walker Bush was the signing of the No Child Left Behind Act in 2002 (ProCon.org, 2014). The reason behind this ambitious program was the realization by education stakeholders of the need to improve the academic performance of American children and schools. The NCLB policy, essentially catapulted the pervasive use of standardized tests across the American educational fabric. By definition, standardized tests, according to ProCon.org (2014), refer to tests “that are administered, scored, and interpreted in a standard manner, more often than not, predetermined.” The tests occur in different forms, and are characterized by multiple-choice questions, which are automatically graded by test scoring machines. According to Rochon (2013), the use of standardized test scores in college admissions has generated a heated debate. The Columbia University (2013) states that proponents intimate the practice promotes accountability. On the other hand, as Espenshade & Chung (2010) state, opponents argue that the practice is culturally biased. This paper will argue that the use of standardized test scores is disparate, promotes a narrow curriculum, and essentially fails to measure student’s potential for academic success in college, and, therefore, colleges should deviate from putting too much stock in them.
Standardized Testing is Disparate According to the Columbia University (2013), under the NCLB, the success of…

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