The relative equitability of high-stakes testing versus teacher-assigned grades: An analysis of the Massachusetts Comprehensive Assessment System (MCAS)

Which is more equitable, teacher-assigned grades or high-stakes tests? Nati onwide, there is a growing trend toward the adoption of standardized tests as a means to determine promotion and graduation. "High-stakes testing" rai ses several concerns regarding the equity of such policies. In this article , the authors examine the question of whether high-stakes tests will mitiga te or exacerbate inequities between racial and ethnic minority students and White students, anti between female and male students. Specifically, by co mparing student results on the Massachusetts Comprehensive Assessment Syste m (MCAS) with leacher-assigned grades, the authors analyze the relative equ itability of the two measures across three subject areas - math, English, a nd science. The authors demonstrate that the effects of high-stakes testing programs on outcomes, such as retention and graduation, are different from the results of using grades alone, and that some groups of students who ar e already faring poorly, such as African Americans and Latinos/Latinas, wil l do even worse if high-stakes testing programs are used as criteria for pr omotion and graduation.