Teachers’ Beliefs about the Effects of High Stakes Testing
Lantry L. Brockmeier, Robert B. Green, James L. Pate, Rudo Tsemunhu, Michael J. Bochenko

Since the enactment of the No Child Left Behind Act of 2001, high stakes testing has continued to be one of the major driving forces behind educational reform. In this study, Georgia teachers’ beliefs about the effects of high stakes testing were examined. A random sample of teachers from 100 of Georgia’s elementary schools, middle schools, and high schools responded to a 49-item survey measured on a fivepoint Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Items were grouped into six domains: curriculum, teaching, work satisfaction, stress, accountability, and students. Teachers’ responses did not differ by gender, educational level, or school level. African American teachers responded more positively than White teachers on the survey. Teachers’ positive and negative responses were discussed and recommendations were made for teachers and school leaders.

Full Text: PDF     DOI: 10.15640/jehd.v3n4a9