I review the literature on the impact on student achieve- ment of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review con- cludes there is no consistent evidence to suggest high-stakes testing leads to increases in student learning. Some evidence suggests it may have a negative effect for some student groups and in some important sub- ject areas (e.g., reading). Implications for future research and for the practice of school psychology are discussed.
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