Document Type

Conference Proceeding




Standardized testing has been long established in most of the schools in United States. States have attached "high stakes" to tests as a response to the federal law NCLB. Under this law, schools had to develop or alter their assessments which are administered to gauge school progress. While many agree that high‐stakes testing has an impact on students; studies have been conducted to vet whether such impact has propitious or harmful outcomes. In this paper, I review and critique the literature on high stakes testing coupled with a close scrutiny of the research methods utilized in the articles under review.

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