The construction of ‘illiterate’ and ‘literate’ youth: the effects of high-stakes standardized literacy testing

Kearns, Laura-Lee

doi:10.1080/13613324.2013.843520

Cited by 24 publications

(18 citation statements)

References 12 publications

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“…While educators expect that the language development of elementary-level youth will take time, and thus that test scores may not show growth, impatience may set in when secondary-level ELs' test results do not show ''adequate'' progress-especially since scholarship shows that by late elementary (and middle/high school) youth have comparable or higher Dual Language as White Property achievement (Bearse et al, 2018). Educators should remember biliteracy is the goal, not solely English acquisition, and that standardized exams of academic content and language ability are designed to find deficits in racialized Others (Abella et al, 2005;Kearns, 2016). Thus, practitioners (and researchers) should not judge whether secondary ELs are benefiting from biliterate schooling based on their test gains.…”

Section: Conclusion and Implications For Justicementioning

confidence: 99%

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Chávez-Moreno

2021

American Educational Research Journal

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This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.

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Section: Conclusion and Implications For Justicementioning

confidence: 99%

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Chávez-Moreno

2021

American Educational Research Journal

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“…The focus on classifying and labeling students based on their annual achievement test results has widened the gap in achievement. As Kearns argued, "Good students are shown to be literate successful standardized test takers; whereas those who fail are deficient, illiterate, flawed, and in need of remedy, remediation, and transformation" [52]. Using standard terms, such as proficient, partially proficient, and unsatisfactory, as a means of categorizing students has unduly influenced teachers' curriculum and assessment design [53].…”

Section: Self-esteem Needsmentioning

confidence: 99%

An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

Ansorger

2021

Education Sciences

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Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

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“…In fact, standardized testing has been criticized for the degree to which they can assess the intellect and cognitive processes of students from diverse backgrounds (Rhodes et al, 2005). Indeed, Kearns (2016) argues that standardized testing is biased and builds upon masculine domination and colonialism when ranking students and results in the artificial construction of deficient youth identities. Furthermore, the belief held by standardized assessments that all children reach a given level of cognitive development at the same age across cultures is not universally true (Cole, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally Responsive Pedagogy: A Canadian Perspective

Chitpin¹,

Karoui²

2021

johepal

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In the Canadian province of Saskatchewan, the Ministry of Education has encouraged sociocultural and linguistic diversity within schools. Yet, as is typical within neoliberal societies, standardized assessments continue to be promoted for evaluating student progress and for the validity of in-school assessments. Standardized testing is designed using a monolingual Eurocentric perspective which ultimately discounts many cognitive processes used by non-Canadian EAL students. This study describes ways in which educational leaders work towards incorporating culturally responsive pedagogy into their practices so as to increase representativeness within their schools. Six principals in rural Saskatchewan were interviewed. Results revealed three common themes: the use of standardized data to assess student progress and in-school testing, integration of cultural competence practices, and initiation of individualized intervention strategies.

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The construction of ‘illiterate’ and ‘literate’ youth: the effects of high-stakes standardized literacy testing

Cited by 24 publications

References 12 publications

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

Culturally Responsive Pedagogy: A Canadian Perspective

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