An Examination of Opposition to the Passage of a Statewide “High-Stakes” Accountability System

• In Event: Inside Accountability

Abstract

This study examines the population of public comments regarding proposed changes to Pennsylvania’s assessment policy. We extend current research on resistance to high-stakes testing policy. First, we add a more nuanced understanding of which actors within districts oppose or support testing policies. We find, for example, that superintendents tend to favor high-stakes policies in large, low-performing, high minority, and high poverty districts whereas parents and district employees do not. Second, we note that who spoke out and the reasons given against the policy changed as the policy changed. We conclude that the components of the policy matter regarding resistance. Our findings suggest that greater work needs to be done to ensure that conversations around assessment policies reflect all constituents’ opinions.

Authors

• Frank D. Grossman, Swarthmore College

• Lynne Steuerle Schofield, Swarthmore College