Master of Arts (MA)


Educational Theory, Policy, and Practice

Document Type



Education reform policies have focused on high-stakes assessments primarily utilizing standardized tests for accountability purposes. As testing practices have evolved due to a variety of factors throughout the past century or so, they have become fully integrated into public schooling in the United States. These tests are having a marked impact on teachers and education, as teachers feel pressure to produce exceptional student results and modify their instructional practices, often “teaching to the test” and narrowing the curriculum in order to focus on the requirements of the mandates. This study examines a survey of public school teachers to ascertain their experiences and perspectives regarding the impact of these testing policies. The results show that teachers are feeling an immense amount of pressure, their instructional planning and classroom practices are impacted by the tests, and they do not find the tests particularly helpful. Differences between teachers’ gender, education, experience, subject focus, and work with gifted and talented students are also examined. As testing is likely to be a force in public education in America for the foreseeable future, the results of this study can be used to ascertain teacher concerns and develop supports for teachers to help address those concerns.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Hendry, Petra



Included in

Education Commons