Unpacking tensions: standardized testing and the need for culturally responsive pedagogy
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Abstract
Since the 2001 No Child Left Behind Act, standardized testing has been used to measure student academic growth across the country. Each state develops a state-wide, high stakes assessment used in primary and secondary schools to assess students and schools on their ability to meet the state or Common Core standards of learning. While these tests push for a nation conforming to a set of standards, Culturally Responsive Pedagogy seeks to incorporate a student centered approach to learning, integrating students’ background, culture, language, and identity into the classroom space to improve student understanding of content. Through a qualitative research model, this study seeks to understand the tension between standardized testing and a Cultural Responsive approach to education. The researcher interviews five (5) practicing high school English teachers to unpack their beliefs and values around Culturally Responsive teaching, perspective on the Massachusetts Comprehensive Assessment System (MCAS), and strategies they use to bridge the gap between these two opposing philosophies. The data establishes the following four themes: student-teacher relationships are at the center of learning, learning is not a “one size fits all” process, MCAS does not capture the whole picture - it is merely a puzzle piece, and students’ identities and interests must be recognized for valuable learning to take place. The results reiterate findings published by many previous researchers, but as our current education system is shifting back to a standardized norm and away from diversity and equity in learning, this study is crucial in highlighting the true importance of a Culturally Responsive approach to teaching and instruction in order to support the learning of all students across identity and ability groups.
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2025