High stakes exams and Latino students: Toward a culturally sensitive education for Latino children in the United States

Journal of Educational and Psychological Consultation

Volumn 15, Issue 2, 2004, Pages 205-223

  La Roche, Martin J ^a   Shriberg, David ^b  

^a HARVARD MEDICAL SCHOOL   (United States)

^b MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14544271457     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1207/s1532768xjepc1502_8     Document Type: Review

References (51)

1. Amrein, A. L. & Berliner, D. C. (2002). The impact of high-stakes tests on student academic performance: An analysis of NAEP results in states with high-stakes tests and ACT, SAT, and AP test results in states with high school graduation exams. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University.
2. Baker, J. M., & Zigmond N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515-527.
3. Bos, C. (1996). Conversations with a Latina teacher about education for language minority students with special needs. Elementary School Journal, 96, 217-220.
4. Brown, D., Pryzwanksy, W. B., & Schulte, A. C. (2001). Psychological consultation: Introduction to theory and practice (5th ed.). Needham Heights, MA: Allyn & Bacon.
5. Chavkin, N. F. & Williams, D. L., Jr. (1995). Minority parents and the elementary school: Attitudes and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 74-83). Albany: State University of New York Press.
6. Comas-Diaz, L. & Griffith, E. (1988). Clinical guidelines in cross-cultural mental health. New York: Wiley & Sons.
7. Comas-Diaz, L. (1995). Cultural diversity. From the melting pot to tossed salad. The Psychology Teacher Network, 5, 2-5.
8. Dabul, A., Bernai, M., & Knight G. (1995). Allocentric and idiocentric self description and academic achievement among Mexican American and Anglo American adolescents. Journal of School Psychology, 135, 621-630.
9. Delgado-Gaitan C., (1987). Traditions and transitions in the learning process: An ethnographic view. In Spindler G., and Spindler, L. (Eds.), Interpretive ethnography of education: At home and abroad (pp. 124-152) Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
10. Domenech, D. A. (2000). My stakes well done. The School Administrator. Retrieved from http://www.aasa.org/publications/sa/2000_12/domenech.html
11. Dornbusch, S. M., Ritter, P. L., Leiderman, H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
12. FairTest/CARE (Coalition for Authentic Reform in Education) (2000). MCAS: Making the Massachusetts dropout crisis worse. Available at http://www.fairtest.org/care
13. Figueroa, R. A., & Hernandez, S. (2000). Testing Hispanic students in the United States: Technical and policy issues. Washington, DC: President's Advisory Commission on Educational Excellence for Hispanic Americans.
14. Fraser, B. J., & Rentoul A. J. (1982). Relationship between school-level and classroom-level environment. The Alberta Journal of Educational Research, 28, 212-225.
15. Garcia E. (1991). The education of linguistically and culturally diverse students: Effective instructional practices. Santa Cruz, CA: Center for Research on Cultural Diversity and Second Language Learning.
16. Gordon, K. (1996. Resilient Hispanic youths' self concept and motivational patterns. Hispanic Journal of Behavioral Sciences, 18, 63-73.
17. Jones, M. G., Jones, B. D., Hardin, B., Chapman, L, Yarbrough, T., & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81, 199-203.
18. Henning-Stout, M. (1993). Theoretical and empirical bases of consultation. In J.E. Sinx, T.R. Kratochwill, and S.N. Elliot (Eds.) Handbook of consultation services for children: Applications in educational and clinical settings (pp. 15-45). San Francisco: Jossey-Bass.
19. Kagan, S. (1986). In socioculrural factors in schooling. In Cortes, C. (Ed.), Beyond language: Sociocultural factors in schooling in language minority students (pp. 282-285). Berkeley, CA: University of CA Press.
20. Klein, S. P., Hamilton, L. S., McCaffrey, D. F. & Stecher, B. M. (2000). What do text scores in Texas tell us? Education Policy Analysis Archives. Available at http://epaa.asu.edu/epaa/v8n49
21. Kober, N. (2001). It takes more than testing: Closing the achievement gap. Washington, DC: Center on Education Policy.
22. La Roche, M. (1999). Culture, transference, and countertransference among Latinos. Psychotherapy, 36, 389-397.
23. La Roche, M. (2002). Psychotherapeutique recommendations in treating Latinos. Harvard Review of Psychiatry, 10, 115-122.
24. La Roche, M., & Turner, C. (1997). Self-orientation and depression level among Dominicans in the United States. Hispanic Journal of Behavioral Sciences, 19, 479-188.
25. Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4-16.
26. Lopez, N. (2000). The missing link: Latinos and educational opportunity programs. Equity and Excellence in Education, 33(3), 53-58.
27. Lueder, D. C. (1998). Creating partnerships with parents: An educator's guide. Lancaster, PA: Technomic Publishing Company, Inc.
28. Marín, G., & VanOss Marín, B. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.
29. Marin, G., & Triandis, H. (1985). Allocentrism as an important behavior of Latin-Americans and Hispanics. In R. Diaz Guerrero (Ed.), Cross-cultural and national studies social psychology (pp. 85-104). Amsterdam: North Holland.
30. McNeil, L. & Valenzuela, A. (1998). The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric. Cambridge, MA: The Civil Rights Project, Harvard University.
31. Moles, O. C. (1995). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 22-49). Albany, NY: State University of New York Press.
32. Moss, M. & Puma, M. (1995). Prospects: The congressionally mandated study of educational growth and opportunity. Cambridge, MA: Abt Associates. (ERIC Document Reproduction Service No ED 394 334).
33. President's Advisory Commission for Educational Excellence. (1992). A Progress Report to the Secretary of Education from the President's Advisory Commission on Educational Excellence for Hispanic Americans, Washington, DC: US Department of Education.
34. Reyes, M. (1992). Challenging venerable assumptions: Literacy instruction for linguistically different students. Harvard Educational Review, 62, 427-446.
35. Ritter, P. L., Mont-Reynaud, R. & Dornbusch, S. M. (1995). Minority parents and their youth: Concern, encouragement, and support for school achievement. Families and schools in a pluralistic society (pp. 108-119). Albany, NY: State University of New York Press.
36. Standards for educational and psychological testing. (1999). Developed jointly by the American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME).
37. Steinberg, L., Dornbusch, S., & Brown, B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
38. Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychological maturity, and academic success among adolescents. Child Development, 60, 1424-1436.
39. Toro, P. A., Cowen, E. L., Gesten, E. L., Weisberg, R. P., Rapkin, B. D., & Davidson, E. (1985). Social environment predictors of children's adjustment in elementary school classrooms. American Journal of Community Psychology, 13, 353-364.
40. Trent, S. C., Pernell, E., & Stephens, K. M. (1995, April). Preservice teachers' conceptions about effective teaching for culturally diverse learners. Paper presented at the annual meeting of the Council for Exceptional Children, Indianapolis, IN.
41. Triandis, H. (1994). Theoretical and methodological approaches to the study of collectivism and individualism. In U. Kim, H. Triandis, C. Kagitcibasi, S. Choi & G. Yoon (Eds.), Individualism and collectivism (pp. 41-51). Thousand Oaks: Sage Press.
42. Upshur, C. C., Vega, R. R., Carithers, N., Jones, C., Lucy-Allen, D., Meschede, T., et al. (2001). Access to educational opportunities for Latino students in four Massachusetts school districts. Boston, MA: The Mauricio Gastón Institute for Latino Community Development and Public Policy, University of Massachusetts-Boston.
43. U.S. Census Bureau. (2001a). Profiles of general demographic characteristics 2000:2000 census of population and housing: United States. Washington, DC: US Census Bureau.
44. U.S. Census Bureau. (2001b). School enrollment in the United States-Social and economic characteristics of students (pp. 520-533).Washington, DC: U.S. Department of Commerce.
45. Uriarte, M. (2002). The high stakes of high stakes testing. In Z.F. Beykont (Ed.), The power of culture: Teaching across language difference (pp. 1-14). Cambridge, MA: Harvard Education Publishing Group.
46. Valencia, R. R. (2000). Inequalities and the schooling of minority students in Texas: Historical and contemporary conditions. Hispanic Journal of Behavioral Sciences, 22, 445-459.
47. Valencia, R. R., & Bernal, E. M. (2000). An overview of conflicting opinions in the TAAS case. Hispanic Journal of Behavioral Sciences, 22, 423-444.
48. Valenzuela, A. (2000). The significance of the TAAS test for Mexican immigrant and Mexican American adolescents: A case study. Hispanic Journal of Behavioral Sciences, 22, 524-539.
49. Vaughn, S., & Schuman, J. S. (1991). Classroom ecologies: Implications for inclusion of students with learning disabilities. In Speece, D. & Keogh, B K. (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 139-159). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
50. Wheelock, A. (2002). Massachusetts dropouts leaving earlier and not returning. Retrieved from http://www.caremass.org/research/Drop%20Out%20report. htm
51. Winter, G. (2002, December 28). More schools rely on tests, but study raises doubts. The New York Times.