Journal of Scholastic Inquiry: Special Edition
Volume 10, Page 29
An Examination of the Louisiana Testing Accountability System: Recommendations for Equitable Changes that Impact Traditionally Marginalized Students and Schools John W. Hatcher III Southeastern Louisiana University Alexis J. Alexander Southeastern Louisiana University Joseph Brown Southeastern Louisiana University Shavon Savory-Helaire Southeastern Louisiana University Abstract State mandated tests are a critical component of the Louisiana Testing Accountability System for all public schools and students in grades K-12. In this study, our research team examined the Louisiana Testing Accountability system to identify disparities in academic achievement that exist among traditionally marginalized student groups, as well as, the impact of grading on School Performance Scores (SPS). An integrative literature review has been employed to examine representative literature on state mandated tests to include the Louisiana Educational Assessment Program (LEAP) 2025, English Language Proficiency Test (ELPT), and the American College Test (ACT). Our research team then recommends equitable changes to the Louisiana Testing Accountability system. Keywords:
State mandated tests, academic achievement, accountability, school
performance scores, marginalized student groups, educational equity. Introduction Are there equitable changes that can be recommended to the Louisiana Testing Accountability System? This research is an examination of the Louisiana State Accountability