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Test-based accountability, standardized testing and minority/racialized students' perspectives in urban schools in Canada and Australia
Rezai-Rashti, Goli Lingard, Bob
Rezai-Rashti, Goli
Lingard, Bob
Author
Abstract
This paper focuses on the perspectives of minority/racialized students in urban high schools. It is based on findings of interviews with 85 students in six secondary schools in Toronto and Vancouver, Canada, and in Melbourne, Australia, during 2016–2019. While there has been increasing attention to closing the racial achievement gap and some minority students’ underachievement in education, there are limited studies that centre the voices of students and their experiences with provincial and nationally mandated testing. This paper is not an investigation into minority students’ achievement; rather it seeks to understand how minority students perceive and experience this new form of test-based accountability. Grounding the analysis within theories of policy sociology and neoliberal accountability, this paper concludes that current policies of standardized testing have catalysed further inequities and segregation of students based on their ‘race’ and social class.
Keywords
standardized testing, test-based accountability, education policy, minority/racialized students, school choice
Date
2021
Type
Journal article
Journal
Discourse : Studies in the Cultural Politics of Education
Book
Volume
42
Issue
5
Page Range
716-731
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled