Are Schools Skewing Test Scores? The Hidden Truth Behind Standardized Testing, Including Cultural Bias

Standardized testing is an important way for us to collect data on students but is the data accurate?

Originally published on Medium: https://medium.com/@thewearyeducator/are-schools-skewing-test-scores-b0268dbc2ca6

Standardized test scores have been the cornerstone of education evaluation for years, but is it possible that schools are manipulating the results to make themselves look better? The answer is yes, and the implications are staggering.

Teaching to the Test

With limited time and high pressure, teachers often “teach to the test.” Teaching to the test means that educators prioritize teaching the specific content and skills on the test, sacrificing a well-rounded education in the process. In 2018, the National Center for Education Statistics found that 55% of teachers felt pressure to teach to the test. By focusing only on what is on the test, students may score well, but they may lack a deeper understanding of the subject matter. It is an unfortunate reality in many public schools.

It might not seem like a problem, but teaching to the test means students will likely soon forget the material. In addition, some students may do well, but many are less motivated to do well if they have no connection to why they need to understand something.

Teachers Feel Compelled to Cheat

Cheating is another way schools may manipulate test results. In 2019, the Georgia Department of Education investigated allegations of cheating on standardized tests in 53 schools. Teachers were found to have erased students’ incorrect answers and replaced them with correct ones, giving the impression of higher test scores. This practice is not only dishonest but undermines the integrity of the entire education system. In California, it is difficult to cheat on a standardized test because most of our tests are not hand-scored.

Culturally Biased Questions

The socio-economic status of students also influences test scores. A study by the National Assessment of Educational Progress found that in 2019, students from low-income families scored an average of 20 to 25 points lower on standardized tests than their more affluent peers.

Students from low-income families may not have access to the same resources as their peers, such as high-quality teachers, and face social and economic challenges that negatively impact their academic performance. In my middle school, students live with substance abuse, incarcerated parents, homelessness, physical/sexual/emotional abuse, and extreme poverty.

Race, ethnicity, and culture also impact test scores. It is difficult to explain to native English speakers, but immigrants and first-generation students have no reference point for much of the testing language.

In addition, students with disabilities get left behind in standardized testing. They often have a different life experiences than other students and have different cultural reference points. Many test questions assume students have the same type of shared experiences, and many of my Special Education students do not.

Culturally biased test questions may not accurately reflect the knowledge and experiences of students from diverse backgrounds.

What types of questions are the most challenging?

Examples include:

  • Challenging questions assume knowledge of mainstream American culture, history, or values. These include references to music, actors, or movies.
  • Some questions use language or references not commonly used in African American or Hispanic communities. These include colloquialisms and idioms.
  • Any questions that assume a certain level of socio-economic status or privilege, such as referencing expensive activities or materials that may be less accessible to students from low-income families. Students from low-income areas cannot travel. My students live about 15 miles from the beach, and many have not seen the ocean. They have not seen snow. It is beyond their means.

These issues have significant implications for the education system and the broader society. When test scores are manipulated or culturally biased, it can create a false sense of achievement, leading policymakers to believe that the education system is working when it is not. Moreover, it can perpetuate social and economic inequalities by reinforcing the advantages of those who are already privileged. Results can also reinforce negative stereotypes about students who perform poorly.

Standardized tests measure student achievement and school performance when done correctly. However, we must ensure we create tests that allow all students to demonstrate their knowledge. As a society, we should address these issues and create a more equitable and comprehensive education system.

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