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By: Laura Madariaga
Yearly, standardized tests are taken as means of measuring the educational performance of
students around the nation. But since the beginning of standardized testing, students of color, particularly those from low-income families, have suffered the most from high-stakes testing in U.S. public schools. The background of students who partake in standardized tests are often telling of how they will score on many of their exams. Students found in wealthy white neighborhoods, which are well-funded, have access to many of the resources needed in order to succeed. Whereas, students found in low-income neighborhoods lack the needed resources. Rather than providing a fair chance to test-takers, many of the exams reinforce existing race gaps. However, this stems from the racist history and intent behind the creation of the exams.
“In order to tell the truth about standardized testing it is necessary to tell the story of the
eugenicists who created and popularized these tests in the United States more than a century ago," Ibram X. Kendi of the Antiracist Research and Policy center at Boston University said.
As the number of immigrants from Europe to the United States continued to increase in the 19th century, the social scientists at the time believed that the continuation of non-white individuals into U.S public schools would be damaging. Psychologist and eugenicist Carl Brigham was a firm believer that testing would be key to reducing the influx of immigrant students within the public school system. According to Brigham, testing would show the superiority of the “Nordic race group.” Furthermore, Brigham, alongside the College Board, developed a new psychological test known as the Scholastic Aptitude Test (SAT) which they believed would be the answer to solving the “issue” of non-white students. Later on the ACT (American College Testing) and Advanced Placement (AP) Exams would be developed and would remain popular amongst many students.
Despite their popularity, on average, students of color score lower on college admissions tests, thus many capable youth are denied entrance or access to so-called “merit” scholarships, contributing to the huge racial gap in college enrollments and completion. When we look at how scores affect the placement of students in the public school system, the curriculum gap also becomes quite clear.
Those without the right resources are placed in classes which center around a curriculum that falls short from teaching them the skills necessary to advance. While once again those in well-funded schools/districts are provided with honors and college-level classes which fully prepare them and serve as a challenge to improve many skills in core subjects. The high-stakes which are attached to many of these tests perpetuates racial inequality through
deliberate marginalization.
It is important to understand that many students of color view standardized tests as an
opportunity to overcome the negative stereotypes that surround their academic performance. But it is necessary to comprehend that in order to perform well the test-takers need to have access to a multitude of resources. Resources which will be key for many Black and Brown students to escape cycles of generational racism and poverty. Fixing many of the standardized tests that were created to place students of color at a disadvantage will take more than individual schools recognizing the problem which lies in them. Instead, fixing the way standardized tests work will take all schools to live up to the idea of providing an equal education for all students, granting them access to resources and opportunities which will aid them in their academic journey.
Sources
https://www.nea.org/advocating-for-change/new-from-nea/racist-beginnings-standardized-testing
https://www.nextgenlearning.org/articles/racial-bias-standardized-testing