Noted: When poor, Black or brown students score lower, it’s not exactly the tests’ fault, says Eric Grodsky, a sociologist at the University of Wisconsin–Madison who analyzed the links between standardized testing and socioeconomic status in the Annual Review of Sociology. That’s because scores reflect disparities in students’ lives before testing. Wealthy students, for example, might have benefited from parents who had more time to read to them as toddlers, all the way through to being able to afford to take both tests, multiple times, to obtain the best score.
Thus, the disparities reflected in test scores result not from a failure of the tests so much as a failure to create a just educational system, Grodsky says. “We don’t do a good job of serving all our kids.” And if test scores determine one’s future opportunities, using them can perpetuate those inequities.