The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency

• Published in: Urban education (Beverly Hills, Calif.) Vol. 53; no. 9; pp. 1154 - 1181
• Main Author: Blaise, Jean G.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2018; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Accountability; Achievement tests; Barriers; College students; Competence; Disadvantaged; Educational Assessment; English language; English Language Learners; Ethnography; Foreign Students; Graduate students; Haitians; High School Students; High Stakes Tests; Immigrants; Language acquisition; Language policy; Language usage; Learning Readiness; Limited English proficiency; Limited English Speaking; Mathematics Skills; Parent Attitudes; Public Schools; Second Languages; Secondary school students; Social environment; Standardized Tests; Student Attitudes; Students; Testing Problems; Massachusetts (Boston); Boston Massachusetts; United States > US; mathematics; social; readiness; subjects; language; English; drop-out rates; educational equity; identity; LEP; No Child Left Behind; programs; poverty; urban education; postsecondary education; ethnography; ESL

This article reports on a 3-year ethnographic study in a Boston Public school of the performance of Haitian students on the Massachusetts Comprehensive Assessment System (MCAS) and its lasting and likely impact upon them. MCAS is a mandated exam required for students to graduate from high school. Al...