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What’s at Stake in High-Stakes Testing

Teachers and Parents Speak Out

University of South Florida

Karen F. Thomas

Western Michigan University

This article reports findings from interviews with 59 teachers and 20 parents in two large states. Both have standards, attendant benchmarks, and standardized tests to assess students on the standards. Interview protocols from teachers and parents rendered data informing us about (a) teacher and parent knowledge of state standards and testing; (b) teacher test administration and student preparation practices; (c) effects of tests on teachers, parents, and students; (d) how teachers make instructional decisions based on these tests; and (e) the value of such tests. Teachers and parents were unanimous about (a) the intense stress on all involved, (b) the undermining of meaningful instruction and learning, and (c) the high stakes involved. Differences existed between teachers and parents in the two states. Implications address the need for stakeholders in children’s education to make known the deleterious effects of state testing to those in charge of state-mandated testing.

Journal of Teacher Education, Vol. 51, No. 5, 384-397 (2000)
DOI: 10.1177/0022487100051005006


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