Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching

Abstract

The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students’ results became quality indicators for school administration and instruction. Education consultant’s views offer an independent perspective of the HST environment. Data were collected from education consultants through a survey and interviews. Findings linked HST with reduced teacher control in instructional planning, curriculum narrowing and increased test preparation. These practices were associated with decreased collaboration and increased teacher and administrator stress. Foucault’s “governmentality” and concepts of neoliberal education policy framed aspects of the study. This study indicates that the consequences of HST require critical interrogation as HST practices have adverse impacts on teacher and administrator agency and student outcomes.