Abstract
The introduction of No Child Left Behind policies in 2001 has created a surge in state testing in the United States. Legislatures and educational policymakers utilize “high-stakes assessments” to monitor student test scores and proficiency ratings (Darling-Hammond, 2010; Spring, 2005; Stein, 2004). Recent reform initiatives such as No Child Left Behind, Common Core State Standards, and Race to the Top quantitatively assess students’ language arts, reading, and mathematics proficiency.
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