Stop High-Stakes Testing: An Appeal to America's Conscience

Johnson (literacy education, Dowling College) argues that closing America's achievement gap cannot be accomplished until equality gaps in the school, home, and neighborhood are addressed. Defining corrective justice as a national commitment to create equal opportunities for all public school students who must take the same high-stakes tests, Johnson and his co-authors (all of whom teach human development and learning at Dowling College) advocate for improvements in affordable housing, living wage employment, equity in school buildings and resources, adequate medical care for all students, and violence-free homes and communities. Annotation c2007 Book News, Inc., Portland, OR (booknews.com)

Dale D. Johnson is professor of literacy education at Dowling College. He was a professor at the University of Wisconsin for 20 years, served as the Dean of the College of Education and Human Development at the University of Louisiana at Monroe, spent several years as an elementary and middle school teacher, and is a past president of the International Reading Association. He is the author of 15 books, including High Stakes: Children, Testing, and Failure in American Schools, 2nd Edition (Rowman & Littlefield, 2006) and Trivializing Teacher Education (Rowman & Littlefield, 2005). Bonnie Johnson is professor of human development and learning at Dowling College. She has taught at all levels from preschool through graduate school. Dr. Johnson has been awarded the Distinguished Teacher of Teachers Award by the University of Wisconsin-Madison. Her most recent books are High Stakes: Children, Testing, and Failure in American Schools, 2nd Edition (Rowman & Littlefield, 2006), and Trivializing Teacher Education (Rowman & Littlefield, 2005). Stephen J. Farenga is professor and former chairperson of the Department of Human Development and Learning at Dowling College. He has taught science for 15 years at the elementary and secondary levels, served on the Commissioner's Advisory Council on the Arts in Education in New York State, and established an acclaimed educational research clinic. He is a contributing co-editor of 'After the Bell' in Science Scope and is a general editor of the Encyclopedia on Education and Human Development published by M.E. Sharpe. His most recent books include Trivializing Teacher Education (Rowman & Littlefield, 2005) and Knowledge Under Construction (Rowman & Littlefield, 2007). Daniel Ness is associate professor in the Department of Human Development and Learning at Dowling College where he teaches courses in mathematics curriculum and instruction and cognitive development. He has taught mathematics at all levels, and is a contributing co-editor of 'After the Bell' in Science Scope and a general editor of the Encyclopedia on Education and Human Development published by M.E. Sharpe. His most recent books include Trivializing Teacher Education (Rowman & Littlefield, 2005) and Knowledge Under Construction (Rowman & Littlefield, 2007).