The Significance of the TAAS Test for Mexican Immigrant and Mexican American Adolescents: A Case Study
The Significance of the TAAS Test for Mexican Immigrant and Mexican American Adolescents: A Case Study
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DOI：
10.1177/0739986300224009
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发表时间：
2000-11
影响因子：
1.4
通讯作者：
Á. Valenzuela
中科院分区：
文献类型：
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作者：
Á. Valenzuela
本文主要取自一项为期三年的定性案例研究，以提供证据证明高风险测试是学校教育的众多疏远特征之一。重点是在德克萨斯州休斯顿一所隔离的城市高中就读的成绩不佳的墨西哥裔学生。数据显示，德克萨斯州学术技能评估测试经常阻碍普通学生、墨西哥裔美国人和墨西哥移民学生完成高中学业或考虑接受大学教育。结业考试所要求的纯英语性质也被强调为英语水平有限的学生（主要是墨西哥移民）未能高比例通过要求的一个关键原因。高风险测试的特点是嵌入一个更大的逻辑中，系统地否定墨西哥年轻人的文化和语言。
This article draws primarily from a 3-year qualitative case study to offer evidence that high-stakes testing is one among a number of alienating features of schooling. The focus is on low-achieving Mexican-origin students attending a segregated, urban high school located in Houston, Texas. The data show that the Texas Assessment of Academic Skills test often discourages regulartrack, Mexican American and Mexican immigrant students from completing high school or considering a college education. The required, English-only nature of the exit test is also highlighted as a key reason why limited-English-proficient, primarily Mexican immigrant, students fail to meet the passing requirement at high rates. High-stakes testing is characterized herein as embedded within a larger logic that systematically negates Mexican youths’ culture and language.