How the Shift in High Stakes Testing Impacts Students of Low Socioeconomic Status in a Suburban Junior High School

Abstract

This research project is a pilot study that analyzed student standardized tests performance across the mathematics standards shift and socioeconomic status (SES). The shift from state standards, most often known as the NCTM standards, to the Common Core State Standards (CCSS) in the past four years was anticipated to cause performance data to decrease. The National Council of Teachers in Mathematics (NCTM) established guidelines to support the roll out of the CCSS, which many states have adopted across the United States (US). This study examined seventh and eighth grade student performance on New York (NY) State Mathematics tests from 2010 to 2014 across the mathematics standards shift. After students completed a state standardized exam, the exams were scored and the students received scores of 1, 2, 3 or 4. Students who received a performance level of 1 or 2 were considered as performing below grade level. A student who received a three was considered as proficient or at grade level. Lastly, a student who received a four was considered as highly proficient or above grade level. A district report card, compiled by the NY State Department of Education, lists the percentages of students who received a score at each level. The data is also reported SES levels. For the purposes of this research, SES was parsed into two groups; not economically disadvantaged, defined as students who did not receive free or reduced lunch, and economically disadvantaged, or students that did received free or reduced lunch. Analysis of student NY state standardized tests across the paradigm shift from NCTM to CCSS mathematics standards relative to SES may allow stakeholders in the field of mathematics education to consider whether this shift in standards is more challenging for economically disadvantaged students.