Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?
This study examined standardized testing and its effects on African American students. The authors focused on three perspectives: access, equity, and achievement about students' academic success in their K-12 educational experiences and how the quality of their education and test scores impacted their college acceptance rate, respectively. The three perspectives are specific to the works of Dr. Asa G. Hilliard and Dr. Barbara A. Sizemore, both of whom were passionate about the academic success and progression of students of African descent. Their many works embody a fight against standardized testing for students, especially those of color, and work toward a more sophisticated knowledge assessment. This chapter further explores the possible success of dual achievement in promoting fairness for all students regarding standardized testing.
Couch, Michael II; Frost, Marquisha; Santiago, J.; and Hilton, Adriel
"Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?,"
Journal of Research Initiatives: Vol. 5:
3, Article 6.
Available at: https://digitalcommons.uncfsu.edu/jri/vol5/iss3/6
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, International and Comparative Education Commons, Student Counseling and Personnel Services Commons, Teacher Education and Professional Development Commons