# data[].attributes.body
Respect for diversity, meaning that each individual should be

recognized for his or her own abilities, interests, ideas, needs, and cultural identity

# data[].attributes.body
Sonnert, Gerhard et al. "Short-term and Long-term consequences of a focus on standardized testing in AP calculus classes." High School Journal, vol. 103, no. 1, 2019, pp.1-17. EBSCOhost,
research.ebsco.com/c/l2s4it/details/gqnc7eoknj?limiters=RV%3AY%2CFT%3AY%2CDT1%3A2013-10-25%2F2023-10-25&q=%28%28standardized+AND+testing%29%29+AND+%28students%29&db=aph

# data[].attributes.body
Horace Mann. Dewey, writing of the test-taking industry at the turn of the twentieth century, stated, “our mechanical, industrialized civilization is concerned with averages, with percents. The mental habit which reflects this social scene subordinates education and social arrangements based on average gross inferiorities and superiorities

# data[].attributes.body
David  Perez,  a  former  gang  member  from  Brooklyn,

New York earned his Bachelor’s degree from Vander-

bilt  University  in  1997  and  earned  his  Ph.D.  at  Peen

State in 2010.

# data[].attributes.body
Shirley  Collado,  the  daughter  of  Dominican  immi-

grants,  and  the  first  in  her  family  to  go  to  college,

would  go  on  to  earn  her  Ph.D.  from  Duke  Universi-

ty.

# data[].attributes.body
If  an  SAT  essay question requires me to write about golf, tennis, pirouettes, tympani, polo,  regattas,  etc.,  and  I  have  no  academic  or  life  experience  with any  of  those  topics,  then,  irrespective  of  the  question  being  essay  or

multiple choice, that question is indisputably useless

.

# data[].attributes.body
they are responsible for ensuring that each school

provides a high-quality education, but they cannot see specifically what each school is actually giving to its students.

# data[].attributes.body
Naughton, James. "Testocracy: The Undemocratic System of Standardized Testing in the United States." Kansas Journal of Law & Public Policy, vol. 31, no. 2, 2022, pp. 263-296. EBSCOhost, research.ebsco.com/c/l2s4it/details/bdb3b6gcpr?limiters=RV%3AY%2CFT%3AY%2CDT1%3A2013-10-25%2F2023-10-25&q=%28%28standardized+AND+testing%29%29+AND+%28students%29&db=aph

# data[].attributes.body
Schneider, Jack et al. "In Praise of Ordinary measures: the Present Limits and Future Possibilities of Educational Accountability." Educational Theory, vol. 71, no. 4, Aug. 2021, pp. 455 - 473. EBSCOhost, https://doi.org/10.1111/edth.12488

# data[].attributes.body
Huber, David.E et al. "A 'compensatory selection' effect with standardized test:  Lack of correlation between test scores and success is evidence that test scores are predictive of success." PLoS ONE, vol. 17, no. 5, 19 May 2022, pp. 1-14. EBSCOhost, https://doi.org/10.1371/journal.pone.0265459

# data[].attributes.body
Yet schools operate in different contexts and take different approaches, even while pursuing similar aims or standards. This is only to say that what certain levels of test performance mean in terms of a school’s quality will vary with the school’s

mission.

# data[].attributes.body
Gilmore, Harvey. “Standardized Testing, Learning, and Meritocracy: A Reply to Professor Dan Subotnik.” Touro Law Review, vol. 32, no. 2, Apr. 2016, pp. 367–405. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=3862ed1b-648a-33a7-8147-553cdf4ef3ff.

# data[].attributes.body
"Teaching to the test neglects developing students’ ability to achieve a deep understanding, true mastery over,and competency in, the subject matter"

# data[].attributes.body
standardized testing distorts or disrupts the regular curriculum of a classroom teacher

# data[].attributes.body
the SEM analysis found that a standardized testing focus in the AP calculus course had no significant long-term effect on college calculus grade

# data[].attributes.body
As one teacher wrote in a 1927 New York Times article, it is “‘quite possible to drill for an examination and to pass a

large number of pupils with high ratings without giving any breadth of outlook or grasp of underlying principles.’”

# data[].attributes.body
But the effort at total description required the use of individual teachers’ moral judgments in generating a grade, and those judgments could vary substantially.

# data[].attributes.body
"Regarding that second research question, about the long-term effects of teaching to the test ... showed a negative long-term effect that was concentrated among the students with weak AP exam scores"

# data[].attributes.body
"Other researchers noted that SAT scores alone did a rather poor job of predicting overall academic success ... Furthermore, it has been pointed out that standardized tests reproduce inequities along gender, racial/ethnic, and class lines"

# data[].attributes.body
"Students who mainly practice and focus on standardized testing in the AP calculus classroom might end up being unprepared to delve into the complex concepts presented in a college calculus course"

# data[].attributes.body
Albert Shanker, the President of the American Federation of

Teachers, stated that “schools are devoting more and more time teaching kids strategies for filling in blanks and choosing answers to multiple-choice questions. This destroys much of the value of these tests, which only tell you something if they are an independent measure of what the student knows.”

# data[].attributes.body
Because standardized test scores tend to be lower at

low-SES and/or minority schools, and teachers there feel the pressure to aid their students to earn higher scores, students in those schools are likely to be the ones most intensively exposed to standardized test preparation in the classroom (Herman &Golan, 1993). They are thus also most likely to

reap any deleterious long-term effects

# data[].attributes.body
Educators and students are pulled away from content learning for roughly thirty days out of an average 180 day school year to prepare for standardized tests. This is 16.7% of the entire school year.

# data[].attributes.body
I  feel  blessed to have earned undergraduate and graduate degrees, including two law degrees, after having dropped out of high school.8  Because of  my  own  academic  experiences,  good  and  bad,  “I  can  personally disprove” the idea that standardized testing is wholly reliable.9

# data[].attributes.body
Because their preferred metrics can only capture a tiny slice of what “student performance” means, they must choose

between relying on their narrow set of perceptual tools and sorting through a wild proliferation of incommensurable perspectives. Yet much is lost in that process. A broad concept like “student performance” is reduced to a

metric as accurate as it is narrow

# data[].attributes.body
One researcher said of this system of standardized testing that “I witnessed a systemic violence there [at the school], an institutional brutality that was hurled upon students, families, teachers, and administrators.”

# data[].attributes.body
They are useful precisely because they are standardized–they provide standard scores than can help admissions decisions when reviewing applicants from a wide variety of backgrounds

# data[].attributes.body
Others  have  shown  that  grades  are  the  best  predictors

of  bar  exam  success.    Kris  Glen  has  attacked  the

LSAT  and  bar  exam  for  not  being  sufficiently  different from one another, but she holds back from a separate attack on grades.  Why?  Presumably because they signal  ambition,  stick-to-it-iveness,  and  attention  to detail.

# data[].attributes.body
variability in the standardized score is precisely the problem with a compensatory selection effect because the selection process introduces negative covariance between the predictors

# data[].attributes.body
following an admissions process in which predictors are com-

pensatory, provides evidence that the test is an effective predictor of degree completion.