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[quote=Anonymous]This article was written in 2003 (soon after NCLB was enacted).  It points to research that shows that standardized testing does not impact learning much, if at all.

[quote]High-stakes testing has not produced improvements in educational outcomes, even as measured by results on other tests. High school graduation tests started proliferating in the early 1980s, along with much-expanded state testing programs. By the late 1990s, high stakes for schools had become common. Over this time, research shows that
States that did not have high-stakes graduation exams were more likely to improve average scores on the National Assessment of Educational Progress (NAEP) than were states that did have such exams (Neill & Gaylor, 2001). At the same time, NAEP score gaps between low- and high-income students did not narrow (Barton, 2002).
States without graduation tests were more likely than states with such exams to show improvement or to improve at a faster rate on a variety of tests, including the NAEP, the SAT, and the ACT (Amrein & Berliner, 2002).
Data from the National Educational Longitudinal Study indicated that high-stakes testing was not associated with improved scores but was associated with higher dropout rates (Jacob, 2001).
These reports and many others show that the focus on tests has not produced the promised results. Claims of improvement typically rest on inflated scores on state exams. Texas, the model for the new Elementary and Secondary Education Act, provides a good example. As Texas Assessment of Academic Skills scores rose dramatically, the state's NAEP reading results did not change significantly. At the same time, the racial score gap in Texas widened (Neill & Gaylor, 2001). Meanwhile, the test-driven approach in Texas led to a much higher dropout rate, particularly for Latinos and African Americans (Haney, 2000, 2001).[/quote

[quote]http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/The-Dangers-of-Testing.aspx[/quote][/quote]

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