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Raising Standards or Raising Barriers?: Inequality and High Stakes Testing in Public Education

Gary Orfield, Mindy L. Kornhaber

Open publisher page 363 citations

Abstract

More and more states require students to pass large-scale tests as a condition of promotion or graduation. What are the forces that have pushed high-stakes testing to the forefront of K-12 educational policy? Are such tests the best way to gauge educational attainment? This volume, commissioned by the Civil Rights Project at Harvard University, examines the economic and educational assumptions underlying the call for high-stakes tests.

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What this paper is about

More and more states require students to pass large-scale tests as a condition of promotion or graduation. What are the forces that have pushed high-stakes testing to the forefront of K-12 educational policy? Are such tests the best way to gauge educational attainment? This volume, commissioned by the Civil Rights Project at Harvard University, examines the economic and educational assumptions underlying the call for high-stakes tests.

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OpenAlex reports 363 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

More and more states require students to pass large-scale tests as a condition of promotion or graduation. What are the forces that have pushed high-stakes testing to the forefront of K-12 educational policy? Are such tests the best way to gauge educational attainment? This volume, commissioned by the Civil Rights Project at Harvard University, examines the economic and educational assumptions underlying the call for high-stakes tests.

Key concepts: Raising (metalworking), Graduation (instrument), Promotion (chess), Inequality, Test (biology), Political science, Scale (ratio), Standardized test

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