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Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction

Item

Title
Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction
Abstract/Description
In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial interactions. He shows that teachers link the influence of high-stakes testing policies to instructional content (the knowledge and skills that they emphasize) more often than pedagogy (how they engage students around instructional content). As a result, didactic instruction dominates, especially in predominantly low-income and African American schools, in a policy environment that encourages addressing racial and class achievement gaps by increasing the use of interactive forms of instruction. The author concludes that researchers should be cautious not to overstate the impact of these policies on pedagogy and educational equity.
Author/creator
Date
2007
In publication
Sociology of Education
Volume
80
Issue
4
Pages
285-313
Resource type
en
Resource status/form
en
Scholarship genre
en
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0038-0407
Citation
Diamond, J. B. (2007). Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction. Sociology of Education, 80(4), 285–313. https://doi.org/10.1177/003804070708000401
Abbreviation
Sociol Educ

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