Journal Articles

Put to the Test: Understanding Differences in Support for High-Stakes Testing

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Despite the importance of high-stakes tests in education policy, relatively little is known about opinion on this issue. We examine racial and socioeconomic differences in support for high-stakes testing. Given the achievement gaps between racial minorities and Whites and between the lower and higher status, it would be reasonable to expect that those whose children are most likely to do well on high-stakes tests would support the policy, whereas their counterparts would oppose them. However, these groups have different histories with and optimism about the public education system as well as different perceptions about how high-stakes tests will affect their children. We find that Latinos strongly support these measures, whereas African Americans and Whites oppose them primarily because African Americans are pessimistic about improving public schools and Whites are concerned about how resources will be redistributed. We also find that those of higher status are more likely to oppose high-stakes testing.

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Detail Information

Series Title

American Politics Research

Call Number

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Publisher

United States : sage., 2009

Collation

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Language

English

ISBN/ISSN

1532-673x

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Volume 37, Number 3, May 2009. pp. 429-448

Subject(s)

Public opinion
Education Policy
Standardized Testing
Put to the Test

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