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Normalizing Social Inequity through High Stakes Educational Testing
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- Title: Normalizing Social Inequity through High Stakes Educational Testing: The Ontario Secondary School Literacy Test as a Canadian Case Example
- Author(s): Sonja Grover
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: The Learner
- Journal Title: The International Journal of Learning: Annual Review
- Volume: 10
- Issue: 1
- Date: December 16, 2004
- ISSN: 1447-9494 (Print)
- ISSN: 1447-9540 (Online)
- DOI: https://doi.org/10.18848/1447-9494/CGP/v10/58582
- Citation: Grover, Sonja. 2004. "Normalizing Social Inequity through High Stakes Educational Testing: The Ontario Secondary School Literacy Test as a Canadian Case Example." The International Journal of Learning: Annual Review 10 (1): 0-0. doi:10.18848/1447-9494/CGP/v10/58582.
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Copyright © 2004, Common Ground Research Networks, All Rights Reserved
Abstract
This paper discusses how standardized tests as a prerequisite to high school graduation perpetuate social inequity by creating a barrier to education for disadvantaged youth.
