Standardized Testing Upon Reviewing the Term Paper

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There were none with limited English proficiency; those with Non-Limited English Proficiency ranked 50, there were no free or reduced lunch scores, those at non-poverty scored 57-64, while those at Poverty scored 42-46.

In a graph showing the Stanford Achievement Test 10th Edition results in Reading for the entire system in Russellville City, Alabama, the males rank 48-60 and females rank49-52, the blacks rank at 29-40, the Hispanic at 16-40, and the whites far outstrip either of these at 61-63. Those with limited English proficiency scored 11-32, those with Non-Limited English Proficiency ranked 55-58, those with free lunches scored 41, those with reduced lunch scored 54, those at non-poverty scored 65, while those in Poverty scored 37-43.

In a graph showing the Stanford Achievement Test 10th Edition results in Reading for the Alabama School of Fine Arts, males ranked 88 and females ranked 91 (52), the blacks rank at 85, the Hispanic at 0, and the whites far outstrip either of these at 91-93. Those with limited English proficiency did not score, those with Non-Limited English Proficiency ranked 89-9, those with free and reduced lunch scored 0, those at non-poverty scored 90-92, while those at Poverty scored 0.

As a teacher, the articles advise, one can approach parents and students (those below me in rank) with a series of handouts describing the teaching curriculum that one is using and how much of it is taken up with preparation for the standardized testing. Student performance on the tests seem to have everything to do with family and socioeconomic class, and so these students (male, Black and poor) must be approached and drilled in order to show good standings at the end of the testing.

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Also, approaching superiors and legislators with one's ideas on what is good education and how one's personal struggle to present it in the schools has been all but thwarted by the new standardized tests so that most of one's curriculum has been taken up with preparation for testing, rather than with educating. The fact of the political organizations that promote this standard is very real, so lobbying may be in order, as well as one's personal efforts to elect the right officials, and to write one's legislators in Congress and the Senate, as well as those running for office in either of these houses, as well as State legislators. Literacy activities make for a deeper approach and a student well schooled, rather than preparation for and memorization of facts needed for the SAT 10.

Some articles advise the students to sabotage the tests or refuse to take them, but this does not seem to be an ethical solution to a larger problem. Students, too, can be informed of the reasons, history and political ramifications of standardized testing and take part in making decisions or becoming activists in the cause. All students should have a part in their own education. Family income, race and language barriers should not stand in the way of providing a good education to all students!.....

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