Standardized Testing and Stereotypes: Listening to Urban Elementary School Students

• In Event: Poster Session 10
  In Poster Session: Urban Learning, Teaching, and Research: Poster 2

Abstract

First, this paper presents the perceptions and experiences of African American and Latino students at two urban elementary schools that have implemented test-centered curricula. Data from eight focus group interviews at each school are utilized, supplemented with data from 30 hours of classroom observations. Findings revealed clear feelings of academic disengagement and stereotype threat.
Second, this paper presents preliminary results from a participatory action research project initiated as a response to these findings. The project involved student voice research, which provided a model for academic engagement.
Implications for practice and policy are discussed.

Author

• Martin J. Wasserberg, University of North Carolina - Wilmington