Missing the mark
Standardized testing as epistemological erasure in U.S. schooling
Bibliographic Data
| ID | 12928755 |
|---|---|
| Authors | Jahneille Cunningham (corresponding author) |
| Year | 2018 |
| Volume | 11 |
| Issue | 1 |
| Pages | 111-120 |
| Publication date | 2018-11-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743818812093 |
| OpenAlex | W2900946939 |
| Language | EN |
| Citations received | 18 |
| References cited | 32 |
For the past century, standardized testing in the United States has been a measure of school success on both the individual and organizational level. A seemingly benign measure, such testing has informed the allocation of resources and placement of students in coursework commensurate with their perceived abilities. However, I argue that standardized tests serve a more malicious function in schooling by systematically erasing epistemologies that differ from the dominant society. Tracing the history of U.S. standardized testing in the 20th century, I conclude that such tests have marginalized low-income students and students of color, and will continue to do so as long as they are heavily relied upon as measures of intelligence and success
Cheating · Coursework · Economics · Educational testing · Epistemology · Function (biology · Mathematics education · Measure (data warehouse · Positive economics · Sociology · Standardized test · Critical Race Theory in Education · Higher Education Research Studies · Psychology · School Choice and Performance · Social Psychology
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| Citations per year | 3.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |