(Un)Intended Consequences of High-Stakes Testing: Stakeholders' Reactions to Ohio's Third Grade Reading Guarantee

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Impact of Accountability Systems on Teachers and Teaching

Abstract

Third Grade Reading Guarantees, which mandate that children demonstrate reading proficiency on a standardized exam in order to be promoted to fourth grade, are present in sixteen states. Drawing on structure-agency frameworks, we examined how administrators and teachers have responded to their state’s reading guarantee. Data from 129 semi-structured interviews revealed several intended consequences, including an increased use of assessment data and focus on reading instruction. Several unintended consequences, including high amounts of stress, technology challenges, and shifts in other policies and financial strategies were also documented. Furthermore, these reactions varied across districts, with more-resourced suburban districts generally being less impacted by the policy, but also being better equipped to prevent mandated retention than less-resourced urban and rural districts.

Authors

• Kelly Purtell, The Ohio State University

• Anne Valauri, Georgia Southern University

• Laura M. Justice, The Ohio State University

• Tzu-Jung Lin, The Ohio State University