David Christopher Charles
Teachers’ Perspectives on the Unintended Consequences of High-Stakes Testing
Louisiana State University, PhD Dissertation (The Department of Educational Leadership, Research and Counseling), May 2008
In undertaking research for his PhD, education scholar David Christopher Charles, uses both quantitative and qualitative research methods – specifically, surveys and interviews, to gather information on the perceptions and experiences of Jefferson Parish (Louisiana) teachers regarding the effects of high-stakes testing. In particular, he examines and analyzes the effects that LEAP21 (Louisiana Educational Assessment Program) tests have had on teachers’ classroom practices, the increased pressure on teachers resulting from the tests, and younger teachers’ waning commitment to the profession as a result of test fatigue. LEAP21 is a state test given to students in Grade 4 and Grade 8.
Teachers who were interviewed by Charles reported that emphasis on the LEAP test had resulted in drastic changes to the curriculum. They reported feeling compelled to ensure that the curriculum included most of the test content, which in turn resulted in the omission of subjects that would otherwise have been covered. They further remarked that they were forced to focus more on breadth rather than depth of the material, as well as having to adjust the sequence of lesson plans. Some teachers claimed the implementation of the test even changed how they taught.
In terms of pressure, teachers felt that valuable class time was being encroached upon by the LEAP tests and that their planning time was taken up with staff meetings concerning testing strategies, discussions with administrators regarding the tests, and individual and group training on testing, etc.
Additionally, the teacher interviewees expressed general frustration with how the school’s scores were calculated from the test results. For example, they felt it was unfair that students coming from disadvantaged situations were counted against the school’s score. They also commented on the inequity of having the fourth grade in one school year held to the same standard as the fourth grade in the previous school year even though the two classes may have had entirely different capabilities. One of the key sources of their frustration however, was being compared with teachers of students from higher socioeconomic communities. The teacher respondents expressed their dissatisfaction with being held accountable for students’ low scores when these scores were primarily the result of other factors.
The teachers in the study confessed they felt a loss of autonomy and experienced shame and embarrassment if their students scored low or failed. They spoke of being dismayed by instructional mandates because it meant they were unable to use their professional judgment and experience to design individualized instruction.
The teachers interviewed expressed the viewpoint that the actual testing policies put into place seemed to be in contradiction to the very goals they were designed to accomplish, leading to unintended negative consequences in terms of classroom practices, pressure on teachers and students, and level of commitment to the education profession.
Towards the end of his dissertation, Charles points out that these tests have been given an enormous amount of influence in the educational system by policy-makers despite the lack of studies showing any benefit, and despite the perceptions and experiences of those closest to the situation who witness the daily effects of the testing policy.
This study, as the author points out, reinforces “previous studies (Amrein & Berliner, 2002; Kohn, 2000; Pedulla et al., 2003; and Wright, 2002) that have produced results whichshow side effects to high stakes testing that teachers believe are detrimental to their students.”