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
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At the high school level, most students will have probably been exposed to various forms of standardized testing. The issue of concern arising from this scenario is the manner in which students prepare and are prepared for standardized testing. According to the Columbia University (2013), the use of standardized testing results in teachers teaching to the test, and student’s learning only how to take tests, which significantly limits the overall learning capacity of students and essentially diminishes their individual creativity. Perhaps the biggest factor that promotes the narrowing of the educational curriculum under the current regime is the fact that the NCLB emphasizes mathematics and reading, effectively disregarding history, arts, and sciences as part of the
At the high school level, most students will have probably been exposed to various forms of standardized testing. The issue of concern arising from this scenario is the manner in which students prepare and are prepared for standardized testing. According to the Columbia University (2013), the use of standardized testing results in teachers teaching to the test, and student’s learning only how to take tests, which significantly limits the overall learning capacity of students and essentially diminishes their individual creativity. Perhaps the biggest factor that promotes the narrowing of the educational curriculum under the current regime is the fact that the NCLB emphasizes mathematics and reading, effectively disregarding history, arts, and sciences as part of the