No Hispanic Student Left Behind: The Consequences of "High Stakes" Testing.

No Hispanic Student Left Behind: The Consequences of "High Stakes" Testing. NO HISPANIC STUDENT LEFT BEHIND: The Consequences of "HighStakes High Stakes is a British sitcom starring Richard Wilson that aired in 2001. It was written by Tony Sarchet. The second series remains unaired after the first received a poor reception. " Testing. Altshuler, S.J., & Schmautz, T. Children &Schools, 2006, 28(1), 5-12. There has been much research to identify theinherent biases of standardized tests against African American African AmericanMulticulture A person having origins in any of the black racial groups of Africa.See Race. students;however, researchers have presented comparatively fewer findings aboutsuch biases against Hispanic students. This article raises the awarenessof the potentially adverse consequences for Hispanic students who takehigh-stakes tests in adherence to the requirements the No Child LeftBehind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 of 2001. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the article, "Even though theseassessments demonstrate significant gender, cultural, and socioeconomicbiases, the results are used to categorize students according toacademic aptitude and achievement" (p. 7). They do not take intoaccount students' individual differences. Therefore, the resultsmake erroneous inferences about the students and the school systems inwhich they are educated. According to the article, "These testsperpetuate a discriminatory bias against any student lacking proficiencyin white, middle-class English" (p. 8). Altshuler and Schmautz highlight several attempts to mitigateculture and ethnicity effects on test results. These include modifyingstandardized instruments to address cultural biases, connectingculturally responsive instructional strategies to testing results,developing nondiscriminatory test tools, and improving a student'sgrasp of the test's language. Attempts to make these assessmentsculturally sensitive continue to spark controversy. Testing instrumentsneed to be changed. Achievement and success on high-stakes tests shouldbe within the reach of all students. This can only be achieved when bothinstruction and assessment are caring, individualized in��di��vid��u��al��ize?tr.v. in��di��vid��u��al��ized, in��di��vid��u��al��iz��ing, in��di��vid��u��al��iz��es1. To give individuality to.2. To consider or treat individually; particularize.3. , and culturallyappropriate. Reviewed by Aubretta Curry, Reading Specialist, Glen OaksElementary School elementary school:see school. , Fairfield, Alabama.