A school
districts ability to prepare students to be college and career
ready is evaluated based upon standardized testing (William, 2010).
Even as standardized testing has been the focus of a great deal of
discussion and controversy in recent years regarding the validity
of using standardized test scores to determine student proficiency,
such tests have become more important as mandates such as No Child
Left Behind required the use of standardized tests to determine if
schooldistricts
are adequately educating their students (Kim & Sunderman,
2005). Researchers have noted that the reliance on standardized
testing as a measure of how well school districts and their
teachers are educating students has resulted in administrators and
teachers changing their practices in order to achieve higher
testscores
(Supovitz, 2009). School administrators and teachers have placed
much more focus on the actions that they can take in order to
increase
standardized testscores (Sink, 2003).
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The argument
has been made that so-called high stakes testing has caused
district administrators, principals, and even teachers to focus
more on teaching to the tests rather than providing instruction
that is more well-rounded and perhaps more interesting to both
educators and students (Au, 2011). However, regardless of how
administrators, principals, and teachers may perceive standardized
testing, the reliance on standardized test scores as a measure of
school district effectiveness has resulted in educators attempting
to find means to increase those scores that are deemed to be lower
than acceptable (McNeil, Coppola, Radigan &
Heilig,
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