“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

References

• Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers' opinions of statewide testing programs. Theory Into Practice, 42(1), 18–29.
   Web of Science ®Google Scholar
• Allodi, M. W. (2002). Children's experiences of school: Narratives of Swedish children with and without learning difficulties. Scandinavian Journal of Educational Research, 46, 181–205.
   Google Scholar
• Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Retrieved May 17, 2011, from http://epaa.asu.edu/epaa/v10n18/
   Google Scholar
• Au, W. (2007). High-stakes testing and curricular control: A qualitative meta-synthesis. Educational Researcher, 36, 258–267.
   Google Scholar
• Barksdale-Ladd, M. A., & Thomas, K. F. (2000). What's at stake in high stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51, 384–397.
   Web of Science ®Google Scholar
• Berliner, D. (2007). The incompatibility of high-stakes testing and the development of skills for the twenty-first century. In R. Marzano (Ed.), On excellence in teaching (pp. 113–144). Bloomington, IN: Solution Tree Press.
   Google Scholar
• Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York: Teachers College Press.
   Google Scholar
• Clarke, M., Haney, W., & Madaus, G. (2000, January). High stakes testing and high school completion. Boston: Boston College, National Board of Educational Testing and Public Policy.
   Google Scholar
• Collins, K., & Valente, J. (2010, June 17). (Dis)abling the Race to the Top. Teachers College Record. Retrieved April 11, 2011, from http://www.tcrecord.org (ID Number: 16020)
   Google Scholar
• Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3–14.
   Google Scholar
• Cook-Sather, A. (2006). Sound, presence, and power: Exploring “student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
   Web of Science ®Google Scholar
• Danziger, S. H., & Haveman, R. H. (2002). Understanding poverty. Cambridge, MA: Harvard University Press.
   Google Scholar
• Davies, B., & Harré, R. (1990) Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20(1), 43–63.
   Web of Science ®Google Scholar
• Debard, R., & Kubow, P. (2002). From compliance to commitment: The need for constituent discourse in implementing testing policy. Educational Policy, 16, 387–405.
   Web of Science ®Google Scholar
• de Charms, R. (1977). Pawn or origin? Enhancing motivation in disaffected youth. Educational Leadership, 34, 444–448.
   Web of Science ®Google Scholar
• Diamond, J. B., & Spillane, J. P. (2004). High-stakes accountability in urban elementary schools: Challenging or reproducing inequality? Teachers College Record, 106(6), 1145–1176.
   Web of Science ®Google Scholar
• Dutro, E. (2010). What ‘hard times’ means: Mandated curricula, middle-class assumptions, and the lives of poor children. Research in the Teaching of English, 44, 255–291.
   Web of Science ®Google Scholar
• Enciso, P. (2001). Taking our seats: The consequences of positioning in reading assessments. Theory Into Practice, 40, 166–174.
   Web of Science ®Google Scholar
• Fairclough, N. (2001). Language and Power. London: Longman.
   Google Scholar
• Fairclough, N. (2010). Critical discourse analysis: The critical study of language. New York: Pearson.
   Google Scholar
• Filer, A., & Pollard, A. (2000). Social world of pupil assessment: Processes and contexts of primary schooling. New York: Continuum.
   Google Scholar
• Fusarelli, L. D. (2004). The potential impact of the No Child Left Behind Act on equity and diversity in American education. Educational Policy, 18(1), 71–94.
   Web of Science ®Google Scholar
• Hamilton, L. S., & Berends, M. (2006, April 8–12). Instructional practices related to standards and assessments (Rand Working Paper No. WR-374-EDU). Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
   Google Scholar
• Hamilton, L. S., Berends, M., & Stecher, B. M. (2005, April). Teachers' responses to standards based accountability (Rand Working Paper Series). Santa Monica, CA: RAND.
   Google Scholar
• Haney, W., & Scott, L. (1987). Talking with children about tests: An exploratory study of test item ambiguity. In R. D. Freedle & R. P. Duran (Eds.), Cognitive and linguistic analyses of test performance (pp. 298–368). Norwood, NJ: Ablex.
   Google Scholar
• Harré, R., & van Langenhove, L. (1998). Positioning theory: Moral contexts of international action. London: Wiley-Blackwell.
   Google Scholar
• Hicks, D. (2005). Class readings: Story and discourse among girls in working-poor America. Anthropology & Education Quarterly, 36, 212–229.
   Web of Science ®Google Scholar
• Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
   Google Scholar
• Iceland, J. (2006). Poverty in America: A handbook. Berkeley: University of California Press.
   Google Scholar
• Jacob, B. (2001). Getting tough? The impact of high school graduation exams. Educational Evaluation Policy Analysis, 23, 99–121.
   Web of Science ®Google Scholar
• Jones, M., & Yonezawa, S. (2002). Student voice, cultural change: Using inquiry in school reform. Journal for Equity and Excellence in Education, 35(3), 245–254.
   Google Scholar
• Kiplinger, V. (2008). Reliability of large-scale assessment and accountability systems. In K. Ryan & L. Shepard (Eds.), The future of test-based accountability (pp. 93–114). New York: Routledge.
   Google Scholar
• Kirshner, B., & Pozzoboni, K. (2011). Student interpretations of a school closure: Implications for student voice in equity-based school reform. Teachers College Record, 113(8), 1633–1667.
   Web of Science ®Google Scholar
• Kohl, H. R. (2005). Stupidity and tears: Teaching and learning in troubled times. New York: New Press.
   Google Scholar
• Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.
   Google Scholar
• Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
   Google Scholar
• Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. New York: Routledge.
   Google Scholar
• Lee, V. E., Smith, J. B., Perry, T. E., & Smylie, M. A. (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School Research.
   Google Scholar
• Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4–16.
   Google Scholar
• Lyons, G. (2011). Michelle Rhee: Education reform huckster: The myth that schools are best run like businesses is emphatically demolished. Retrieved May 17, 2011, from http://www.salon.com/news/politics/war_room/2011/04/06/michelle_rhee_lyons
   Google Scholar
• Madaus, G. F., & Clarke, M. (2001). The adverse impact of high stakes testing on minority students: Evidence from 100 years of test data. In G. Orfield & M. Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high stakes testing in public education (pp. 85–106). New York: The Century Foundation.
   Google Scholar
• Marquez-Zenkov, K. (2007). Through city students' eyes: Urban students' beliefs about school's purposes, supports, and impediments. Visual Studies, 22(2), 138–154.
   Google Scholar
• Mathison, S., & Freeman, M. (2003, September 19). Constraining elementary teachers' work: Dilemmas and paradoxes created by state mandated testing. Education Policy Analysis Archives, 11(34). Retrieved December 10, 2006, from http://epaa.asu.edu/epaa/v11n34/
   Google Scholar
• McNeil, L. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
   Google Scholar
• McNeil, L. M., Coppola, E., Radigan, J., & Vasquez-Heilig, J. (2008). Avoidable losses: High-stakes accountability and the dropout crisis. Education Policy Analysis Archive, 16(3), 1–48.
   Google Scholar
• Mitra, D. (2003). Student voice in school reform: Reframing student–teacher relationships. McGill Journal of Education, 39(2), 289–304.
   Google Scholar
• Mitra, D. (2006). Student voice from the inside and outside: The positioning of challengers. International Journal of Leadership in Education, 9(4), 315–328.
   Google Scholar
• Newman, K. S. (2000). No shame in my game: The working poor in the inner city. New York: Vintage.
   Google Scholar
• Nichols, S. L. (2007). High-stakes testing. Journal of Applied School Psychology, 23(2), 47–64.
   Google Scholar
• Nichols, S. L., & Berliner, D. C. (2007). Collateral damage. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Nichols, S., Glass, G., & Berliner, D. (2006). High stakes testing and student achievement: Does accountability testing increase student learning? Education Policy Analysis Archives, 14, 1–175.
   Google Scholar
• Noddings, N. (2002). High stakes testing and the distortion of care. In J. Paul, C. D. Lavely, E. Cranton-Gingras, & L. Taylor (Eds.), Rethinking professional issues in special education (pp. 69–82). New York: Ablex/Greenwood Press.
   Google Scholar
• Norris, S. P., Leighton, J., & Philips, L. M. (2006). What is at stake and knowing the content and capabilities of children's minds: A case for basing high-stakes tests on cognitive models. In R. R. Curren (Ed.), Philosophy of education: An anthology (pp. 477–490). New York: Blackwell.
   Google Scholar
• Oakes, J. (2005). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
   Google Scholar
• Paris, S. G., Herbst, J. R., & Turner, J. C. (2000). Developing disillusionment: Students' perceptions of academic achievement tests. Issues in Education, 6, 17–46.
   Google Scholar
• Pedulla, J. J., Abrams, L. M., Madaus, G. F., Russell, M. K., Ramos, M. A., & Miao, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Chestnut Hill, MA: National Board on Educational Testing and Public Policy.
   Google Scholar
• Perna, L., & Thomas, S. (2009). Barriers to college opportunity: The unintended consequences of state-mandated testing. Educational Policy, 23, 451–479.
   Web of Science ®Google Scholar
• Pollard, A., Thiessen, D., & Filer, A. (Eds.). (1997). Children and their curriculum. London: Falmer.
   Google Scholar
• Popham, W. J. (2001). Teaching to the test. Educational Leadership, 58(6), 16–20.
   Web of Science ®Google Scholar
• Race to the Top: Promoting innovation, reform, and excellence in America's public schools. (n.d.). Retrieved May 17, 2011, from http://www.whitehouse.gov/the-press-office/fact-sheet-race-top
   Google Scholar
• Rank, M. R. (2005). One nation, underprivileged: Why American poverty affects us all. Oxford, UK: Oxford University Press.
   Google Scholar
• Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.
   Google Scholar
• Roderick, M., & Engel, M. (2001). The grasshopper and the ant: Motivational responses of low achieving students to high stakes testing. Educational Evaluation and Policy Analysis, 3(23), 197–227.
   Web of Science ®Google Scholar
• Rubin, B. C., & Hayes, B. (2010). “No backpacks” vs. “drugs and murder”: The promise and complexity of youth civic action research. Harvard Educational Review, 80, 149–175.
   Web of Science ®Google Scholar
• Rubin, B. C., & Silva, E. (Eds.). (2003).Critical voices in school reform: Students living through change. New York: RoutledgeFalmer.
   Google Scholar
• Rudduck, J., Chaplain, R., & Wallace, G. (Eds.). (1996). School improvement: What can pupils tell us? London: David Fulton.
   Google Scholar
• Ryan, K., & Shepard, L. (2008). The future of test-based accountability. New York: Routledge.
   Google Scholar
• Sawchuck, S. (2009). NEA knock administration on “Race to the Top.” Education Week. Retrieved May 17, 2011, from http://blogs.edweek.org/edweek/teacherbeat/2009/08/.html
   Google Scholar
• Shepard, L. (2008). A brief history of accountability testing: 1965–2007. In K. Ryan & L. Shepard (Eds.), The future of test-based accountability (pp. 25–46). New York: Routledge.
   Google Scholar
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
   Google Scholar
• Shepard, L. A. (1995). Using assessment to improve learning. Educational Leadership, 52(5), 38–43.
   Web of Science ®Google Scholar
• Sleeter, C. (2004). Context-conscious portraits and context-blind policy. Anthropology & Education Quarterly, 35(1), 132–136.
   Web of Science ®Google Scholar
• Solano-Flores, G. (2006). Language, dialect, and register: Sociolinguistics and the estimation of measurement error in the testing of English language learners. Teachers College Record, 108, 2354–2379.
   Web of Science ®Google Scholar
• Thiessen, D. (2007). Researching student experience in elementary and secondary school: An evolving field of study. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 1–76). New York: Springer.
   Google Scholar
• Thiessen, D., & Cook-Sather, A. (Eds.). (2007). International handbook of student experience in elementary and secondary schools. New York: Springer.
   Google Scholar
• Thorkildsen, T. A. (1999). The way tests teach: Children's theories of how much testing is fair in school. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Values, culture, and education (pp. 61–79). London: Falmer.
   Google Scholar
• Valenzuela, A. (2005). Leaving children behind: How “Texas style” accountability fails Latino youth. Albany: State University of New York Press.
   Google Scholar
• Vasquez-Heilig, J., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110.
   Web of Science ®Google Scholar
• Wheelock, A., Bebell, D. J., & Haney, W. (2000a). Student self-portraits as test-takers: Variations, contextual differences and assumptions about motivation. Teachers College Record. Retrieved December 11, 2011, from http://www.tcrecord.org/library (ID Number: 10635)
   Google Scholar
• Wheelock, A., Bebell, D. J., & Haney, W. (2000b). What can student drawings tell us about high-stakes testing in Massachusetts? Teachers College Record. Retrieved December 11, 2011, from http://www.tcrecord.org/library (ID Number: 10634)
   Google Scholar
• Wortham, S. E. F. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Wright, W., & Choi, D. (2006). The impact of language and high-stakes testing policies on elementary English language learners in Arizona. Education Policy Analysis Archives, 14, 1–58.
   Google Scholar
• Yonezawa, S., & Jones, M. (2009). Student voices: Generating reform from the inside out. Theory Into Practice, 48(3), 205–212.
   Web of Science ®Google Scholar
• Zacher-Pandya, J. (2011). Overtested: How high-stakes accountability fails English language learners. New York: Teachers College Press.
   Google Scholar