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Put to the Test

Understanding Differences in Support for High-Stakes Testing

Tulane University, jlay{at}tulane.edu

Atiya Kai Stokes-Brown

Bucknell University

Despite the importance of high-stakes tests in education policy, relatively little is known about opinion on this issue. We examine racial and socioeconomic differences in support for high-stakes testing. Given the achievement gaps between racial minorities and Whites and between the lower and higher status, it would be reasonable to expect that those whose children are most likely to do well on high-stakes tests would support the policy, whereas their counterparts would oppose them. However, these groups have different histories with and optimism about the public education system as well as different perceptions about how high-stakes tests will affect their children. We find that Latinos strongly support these measures, whereas African Americans and Whites oppose them primarily because African Americans are pessimistic about improving public schools and Whites are concerned about how resources will be redistributed. We also find that those of higher status are more likely to oppose high-stakes testing.

Key Words: education policy • no child left behind • high-stakes testing • standardized testing • public opinion • Latinos • African Americans

This version was published on May 1, 2009

American Politics Research, Vol. 37, No. 3, 429-448 (2009)
DOI: 10.1177/1532673X08320843


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