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Abstract
Five facts about standardized tests should cause educators to rethink their use in decision-making. Standardized tests used for state and federal accountability purposes in PreK–12 public education are not diagnostic. The test results are impacted by family income and student background knowledge. The composition of the tests disadvantage students from poverty, English language learners, and students with an Individualized Education Program.
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Notes on contributors
Christopher H. Tienken
Christopher H. Tienken, Academic Editor of this journal, is an Associate Professor of education leadership, management, and policy at Seton Hall University in New Jersey and an external member of the faculty at the University of Catania, Sicily, Italy. His latest books include The Risky Business of Education Policy, The School Reform Landscape Reloaded: More Fraud, Myth, and Lies, and Cracking the Code of Education Reform: Creative Compliance and Ethical Leadership. For more information, go to www.christienken.com. Email: [email protected]