Abstract
High-stakes mathematics tests continue to gain popularity in the United States, with an increasing number of states setting the passing of such tests as a high school graduation requirement. Consequently, instruction and instructional content have changed, with teachers emphasizing materials on the test while neglecting other important aspects of learning. The tests have become all-consuming, taking over many students' lives. Yet students are often ill prepared for these tests. This is even more true for African-American students whose cultural and social circumstances make their preparation for high-stakes tests inadequate and ineffective. The author examines six such students - their hopes for the future, their preparation for the tests, and the impact of the tests on their lives.
Recommended Citation
Lattimore, Randy
(2002)
"High-Stakes Tests Require High-Stakes Pedagogy,"
Trotter Review: Vol. 14:
Iss.
1, Article 5.
Available at:
https://scholarworks.umb.edu/trotter_review/vol14/iss1/5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Mathematics Commons, Race and Ethnicity Commons
