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Essay / Research Paper Abstract
5 pages in length. The theory behind standardized academic assessment certainly had merit when it was first implemented throughout the nation's school system, however, the extent to which it has turned into a platform – unintentional as it may be – for discrimination and inequity is both grand and far-reaching. That standardized assessments inherently place all students in the same category of ability – no matter their individual limitations or disabilities – speaks to a testing system that divides the student population rather than accurately and fairly evaluates it. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: LM1_TLCStandAsse.rtf
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Unformatted sample text from the term paper:
for discrimination and inequity is both grand and far-reaching. That standardized assessments inherently place all students in the same category of ability - no matter their individual limitations or
disabilities - speaks to a testing system that divides the student population rather than accurately and fairly evaluates it. One of the most
serious and explosive issues in education today is how to meet the academic needs of at-risk, minority and learning-disabled students in the nations schools. If the current trends in
educational achievement continue, untold numbers of students will not obtain the education necessary for full participation in the economic and civic life of the country. Furthermore, the inequality that
results from differences in educational achievement of children is likely to make the nations social stability increasingly doubtful. Standardized - also called high-stakes
- testing has turned the educational community into a hotbed of confusion, contempt and considerable consternation because of its blind eye toward minority students. That such testing procedures expect
the same scholastic performance from all students no matter their cultural or academic background speaks to an educational system that has come to ask far too much from such a
diverse collection of learners. As a direct result, educators are caught in the middle of trying to teach their students what they need to learn while at the same
time being pressured by political agendas. According to Gehring (2000), the overall consensus on standardized testing is that as positively formulated as the
program originally was, it has sorely failed to meet its objective, instead leaving behind a trail of segregation and inequity in its wake. Most teachers, he notes, have "deep
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