Standardized Testing System Analysis

In the recent decade, there has been an increase in the use of standardized testing in America (Nichols, 2007). The purpose of standardized testing is to overtly uncover a student’s covert knowledge in a subject area. Used effectively, standardized testing can properly assess student knowledge (Popham, 2003). Academic scholars Nichols-Barrer, Place, Dillon, and Gill (2016) compared Massachusetts Comprehensive Assessment System (MCAS) and Partnership for Assessment of Readiness for College and Careers (PARCC) that determined college readiness. Both assessment systems results showed high academic performance as the primary indicator of college. Both systems could adequately predict which students needed remedial coursework. Similar results were

T., 2007, p. 5). Put simply, a high school graduate has the math and English knowledge and skills necessary for admission and success in tertiary studies. High school graduates must complete an extensive and rigorous curriculum substantiated by studies in the core academic disciplines, to be college ready. In Roderick, Nagaoka, and Coca’s (2009) work they acknowledged four main areas of skills deemed critical in shaping college readiness, however, two main areas are directly related to the curricula. Citing Conley’s (2007) work, they identified content knowledge and core academic skills as key markers for college readiness. Content knowledge is the foundational concepts in English, such as different literary techniques. Core academic skills refer to writing, reading, critical thinking, research skills, and oral communication; these “skills are highly valued by college professors … and are recognized as the weakest areas of preparation in high school” (Roderick, Nagaoka, & Coca, 2009, p. 190). The college ready student is able to comprehend the content knowledge taking away from the course the key intellectual concepts (Conley D. T.,

Here students complete the final preparatory activities themselves to undertake an intense four-year academic study in an academic of their choice. Their successful transition will be dependent on what was studied in high school. Scholars argue that irrespective of post secondary goals, students must have a thorough curriculum, teaching, and evaluation (Balestreri, Duhon, Harris, Sambolt, & Smerdon, 2014). The National Assessment of Educational Progress “defines a mid-level high school curriculum as four years of English, three years each of social studies, mathematics, and science, and one year of foreign language”. Their research suggests that an increasing number of “high school graduates have taken this core curriculum, which is often deemed the minimal requirement for four-year college admissions” (Roderick, Nagaoka, & Coca, 2009, p. 193). However, Rosenbaum (1998) argued that student are often lured with the easy access to post secondary studies so they chose the easy curricula with little to no effort in striving for excellence because college is promised to them. Other scholars highlighted that some institutions offer undemanding curricula in return for non-delinquent behaviour (Sedlak, Wheeler, Pullin, and Cusick, 1986 as cited in Rosenbaum,