| Abstract: | While there is ample research theorizing reasons for so-called “achievement gaps”
between African American and White students on standardized tests, few studies explore
African Americans’ perceptions of the impact these tests have on overall education.
Through interviews with six current students attending Hillsborough County public high
schools, one recent graduate of a Hillsborough County high school, and two parents of
students in Hillsborough County public schools, this research study probes participants’
perceptions of the impact of the Florida Comprehensive Assessment Test (FCAT) on
their high school experiences. All participants in the study identified as African American
or Black. Through archival research and participant observation with the Tampa Bay
Academy of Hope (TBAH), a non-profit organization dedicated to developing leadership,
behavioral, and academic skills for inner-city middle and high school students, this study
also investigates the role of community-based organizations in facilitating the successful
navigation of academic and bureaucratic challenges for African American students and
parents in the quest for academic success at and beyond the high school level in
Hillsborough County.
The consequences of standardized testing in the Hillsborough County schools
participants have attended reach beyond individuals’ successful graduation, affecting
course options, academic tracking, school structure, and school climate. Here I argue that
standardized testing is another method of academic tracking, and school-wide penalties
and rewards associated with disaggregated standardized test scores impact student and
parent perceptions of school climate and school-family relationship. |