ANNOTATED BIBLIOGRAPHY 1-8 1
Course Project: Annotated Bibliography Sources 1-8
Malcolm Taylor
School of Education, Liberty University
Topic: The Impact of Standardized Testing on Minority Students in Urban Underfunded
Settings
Albano, A. D. (2021). Commentary: Social responsibility in college admissions requires a
reimagining of standardized testing. Educational Measurement: Issues and Practice, 40(4),
49–52. https://doi.org/10.1111/emip.12451
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When it comes to college admissions, standardized testing plays a pivotal role in how
colleges accept and deny entry to their programs. This article discusses how a California
university decided to suspend the American College Test (ACT) and Scholastic Assessment
Test (SAT) requirements for entry. The university had concerns about the inequities of the
assessments, specifically as they relate to underprivileged communities and students. The
article suggests that testing companies should take more accountability for the ways that
their tests are created and the communities that they provide a disservice to. The author
emphasizes that lowering disparities does take a high level of cooperation among many
different sectors in the K-12 education realm. This article will be used to discuss the
importance of creating equitable assessments that fit underprivileged students' needs to
ensure that they are able to meet the same admission requirements. This article also
emphasizes how measures should intended to improve access to resources for
disadvantaged students, lessen the impact of uneven exam preparation, and develop
more equitable and culturally representative assessments.
Bybee, E. R. (2020). Too important to fail: The banking concept of education and standardized
testing in an urban middle school. Educational Studies, 56(4), 418–433.
https://doi.org/10.1080/00131946.2020.1757451
This article directly reflects the author's perspective during his tenure of administering
standardized assessments at a high-needs middle school in New York. The author uses
"banking" education as a model where teachers are depositors of education into students
who are viewed as receptacles. The experience of the author helped to formulate his
views of standardized testing, reflecting oppressive and dehumanizing for both teachers
and students. This article will be used to describe how standardized testing is more
focused on producing results that appease to factors that should not matter more than
student engagement and the ordinary humanization of students' individualized skills. It
discusses how corporate image and reputation play more of a role in the goals created to
ANNOTATED BIBLIOGRAPHY 1-7 3
be met by students when assessed than actually reaching and achieving growth in all
students. I will use this article to critique the standardized testing system and how it
affects the minds of teachers and students who are negatively impacted by these
standardized assessments. This article can be used in the learning theory section as it
compares the theory of banking education to standardized assessment needs and
expectations from students and teachers.
DeJaynes, T., Cortes, T., & Hoque, I. (2020). Participatory action research in schools: Unpacking
the lived inequities of high stakes testing. English Teaching: Practice & Critique,
19(3), 287–301. https://doi.org/10.1108/etpc-10-2019-0136
In response to feeling as if standardized assessments were not true reflections of student
achievement in certain racial and socio-economic classes, two students and a former
teacher performed strictly student-driven research. In this article, there is an advocation
for more student input and reflection in the creation of standardized assessments.
Students in the said district discussed how standardized assessments disqualify student
and teacher knowledge by creating assessments that mainly follow political agendas
instead of preparing all students equitably. This article will be used in my research to
promote and give a perspective of students instead of high-stakes test creators. The article
emphasizes how teenagers, specifically young people of color, are frequently promoted as
deficient in certain ways and many subject areas, including being apathetic or rebellious,
which limits their capacity to make significant contributions to their education. The article
will be used in the gaps in the research section of my research to demonstrate the
research that has and has not been done to show proper representation and equity for
low-income communities.
Khan, S. S. (2019). Standardized entrance/aptitude testing in the era of foucault’s panopticon:
The bilingual student and the minority student. Education and Urban Society, 52(6), 847–
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871. https://doi.org/10.1177/0013124519894978
This article strictly critiques standardized assessments as a whole and challenges the idea
that they are completely neutral and objective. It gives a perspective from the Foucauldian
panoptic model and discusses that while intended to be fair for all, standardized
assessments are a disadvantage to minorities and students whose native language is not
English. The study hones in on aptitude, achievement, and entrance exams and how they
are constructed to mainly fit the culture and socio-economic dynamics of middle-class,
predominately white students. Minority students who cannot reference or relate to
experiences portrayed in the assessments are further marginalized by the cultural
presumptions woven throughout the test content. This article will be referenced in the
related literature section to help back the information presented by the article in letter C.
They both back the claim that tests are inequitable strictly based on the assessments not
being relatable to different cultures. This will help me show that assessments need more
cultural balance.
Rezai-Rashti, G. M., & Lingard, B. (2020). Test-based accountability, Standardized Testing and
Minority/racialized students’ perspectives in Urban Schools in Canada and Australia.
Discourse: Studies in the Cultural Politics of Education, 42(5), 716–731.
https://doi.org/10.1080/01596306.2020.1843112
As I researched the origin of standardized assessments, I was able to explore how other
countries outside of the United States are dealing with and experiencing standardized
assessments. In this article, Canadian students were able to give their perspectives on
how they are affected by standardized assessments. Rather than focusing on how well
students perform academically, this research seeks to understand how children perceive
and deal with standardized tests that are mandated by both national and provincial
governments, particularly in the context of test-based accountability systems. Minority
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students report that they are feeling marginalized and that instead of gaps being closed,
they are widened, which creates more separation in the achievement of students from
lower socio-economic classes and minority races. I will use this article in the related
literature section to center the voices of students and give perception from students
about what they need and feel when it comes to preparation and success on standardized
assessments.
Rury, J. L., Belew, R., & Hurst, J. (2022). The origins of American test-based educational
accountability and controversies about its impact, 1970–1983. Teachers College Record:
The Voice of Scholarship in Education, 124(1), 143–163.
https://doi.org/10.1177/01614681221086094
In this article, the researcher explored the historical analysis and rise of standardized
testing. The article explores the way that standardized assessments were created to
establish accountability within the school, focused on the years leading up to 1983. The
article focuses specifically on the state of Florida and other southern states and highlights
particularly the disproportionately high failure rates among ethnic and racial minority
students, which sparked debates within the educational measurement field. It also
reviews how Florida and their creation of a high school exit exam set a precedent for
many other southern school education agencies to follow the same path. The study
creates arguments and difficulties surrounding the testing regulations and expectations. I
will use this article to display how the study shows that, while intended to equal and level
the achievement ground, it only caused more disparities for minorities, specifically African
American students. The article will be used in the introduction phase of the research to
explain the creation of standardized assessments.
Sireci, S. G. (2020). Standardization and understandardization in educational assessment.
ANNOTATED BIBLIOGRAPHY 1-7 6
Educational Measurement: Issues and Practice, 39(3), 100–105.
https://doi.org/10.1111/emip.12377
This article highlights the need for standardized assessments to reach across several
different backgrounds to be deemed fair and equitable. The article challenges the
uniformity of traditional testing measures, which focus on psychology and psychophysics
and do not fit the modern test taker's relevance and experiences. The article expresses
how standardized assessments have to focus on differences and individualization to
ensure fairness and equitable assessments. The article displays the need for
"understandardization" which is a focus of being flexible when creating these
assessments. Flexibility as in having designated individuals who study how students learn
in different backgrounds and socioeconomic to reconstruct the ways that tests are
developed. I will use this article in several sections of my research such as the
introduction, related literature, and gaps in research sections. I will use this article to
develop more information about the need for relevant preparation materials and
assessment questions so that they can be understood across multiple socioeconomic
statuses and races.
Underwood, K., Taylor, J., Smith, D., & Roberts, J. M. (2020). Exploring the career trajectories of
black male educators in P-12 education. Journal for Multicultural Education, 14(3/4),
255–267. https://doi.org/10.1108/jme-02-2020-0012
Conducting my research as a black male educator has opened my eyes to the critical need
for people like myself, specifically in the minority students' lives. This scholarly article
provides research and a synopsis of the trajectory of black male educators and how they
impact the classrooms where they are employed. This article intensely discusses the need
and importance of black male educators and how, when they are present, they make a
huge difference for scholars who come from similar backgrounds or resemble the same
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race as them. It also highlights how important it is for current education reform initiatives
to diversify education. The ultimate goal is enhancing the teaching profession and raising
student results, but the societal implications of this study underscore the urgent need for
further research and action to boost Black male representation in education. I will use this
article in related literature and also gaps in research to express the importance of relevant
personnel to ensure that minority students receive proper preparation for standardized
assessments.
