Education Policy and Youth: Effects of Policy on Practice

In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner&#...

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Bibliographic Details
Published inTheory into practice Vol. 52; no. 3; pp. 152 - 159
Main Authors Nichols, Sharon L., Valenzuela, Angela
Format Journal Article
LanguageEnglish
Published Columbus Taylor & Francis Group 01.07.2013
Ohio State University, College of Education
Subjects
Children & youth
Education policy
Focus
Instructional design
Low income groups
Motivation
Public schools
Teaching methods
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Summary:In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner's (1977) theory of development to hypothesize on the ways in which instructional practices, informed by HST pressures, may undermine students' developing motivation. We conclude with a few recommendations for practice.
ISSN:0040-5841
1543-0421
DOI:10.1080/00405841.2013.804306