The Significance of the Taas Test for Mexican Immigrant and Mexican American Adolescents
A Case Study
Datos Bibliográficos
| ID | 6065159 |
|---|---|
| Autores | Angela Valenzuela (The University of Texas at Austin, autor de correspondencia) |
| Año | 2000 |
| Volumen | 22 |
| Número | 4 |
| Páginas | 524-539 |
| Fecha de publicación | 2000-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0739986300224009 |
| OpenAlex | W2075996304 |
| Idioma | EN |
| Citas recibidas | 23 |
| Referencias citadas | 8 |
This article draws primarily from a 3-year qualitative case study to offer evidence that high-stakes testing is one among a number of alienating features of schooling. The focus is on low-achieving Mexican-origin students attending a segregated, urban high school located in Houston, Texas. The data show that the Texas Assessment of Academic Skills test often discourages regulartrack, Mexican American and Mexican immigrant students from completing high school or considering a college education. The required, English-only nature of the exit test is also highlighted as a key reason why limited-English-proficient, primarily Mexican immigrant, students fail to meet the passing requirement at high rates. High-stakes testing is characterized herein as embedded within a larger logic that systematically negates Mexican youths’ culture and language
Ethnic group · Focus group · Immigration · Mathematics education · Mexican americans · Pedagogy · Political science · Qualitative property · Qualitative research · Social science · Sociology · Standardized test · Education Systems and Policy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Neoliberal Logics
Linguistic hegemony today
Making the invisible, visible
Vulnerable youth in volatile times
Dropping out
School Dropouts and Conditional Cash Transfers
Narrowing the Pipeline for Ethnic Minority Teachers
No Había Bilingual Education
Hispanic Parents’ Self-Evaluation on Assessment Knowledge
Education in Citizenship on the U.S./Mexico Border
The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency
Practices and Commitments of Test-centric Literacy Instruction
High-Stakes Testing and Curricular Control
Below the Bubble
High-Stakes Accountability and Equity
Put to the Test
The Taas Case
Psychometric Inadequacies of the Taas
An Overview of Conflicting Opinions in the Taas Case
Hispanic Acculturation in a Predominately Black High School
Sameness, Bureaucracy, and the Myth of Educational Equity
Education Policy and Youth
High-Stakes Accountability, Minority Youth, and Ethnography
| Obras citantes distintas | 23 |
|---|---|
| Citas por año | 0,88 |
| Intervalo de citas | 2000 - 2022 (23) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 23 |