Editing Standardized test (section)

=== Effects on disadvantaged students ===
Monty Neill, the director of the National Center for Fair and Open Testing, claims that students who speak English as a second language, who have a disability, or who come from low-income families are disproportionately denied a diploma due to a test score, which is unfair and harmful. In the late 1970s when the graduation test began in the United States, for example, a lawsuit claimed that many Black students had not had a fair opportunity on the material they were tested on the graduation test because they had attended schools segregated by law. "The interaction of under-resourced schools and testing most powerfully hits students of color", as Neill argues, "They are disproportionately denied diplomas or grade promotion, and the schools they attend are the ones most likely to fare poorly on the tests and face sanctions such as restructuring."<ref>{{cite book|last1=Neill|first1=Monty|url=http://link.galegroup.com/apps/doc/EJ3010692217/OVIC?xid=782577cf|title=Standardized Tests Are Unfair and Harmful|date=Fall 2009|publisher=Farmington Hills, MI : Greenhaven Press|isbn=9780737747812|location=Detroit|pages=28–35|access-date=4 December 2016}}</ref>

In the journal ''The Progressive,'' Barbara Miner explicates the drawbacks of standardized testing by analyzing three different books. As the co-director of the Center for Education at Rice University and a professor of education, Linda M. McNeil in her book ''Contradictions of School Reform: Educational Costs of Standardized Testing'' writes "Educational standardization harms teaching and learning and, over the long term, re-stratifies education by race and class." McNeil believes that test-based education reform places higher standards for students of color. According to Miner, McNeil "shows how test-based reform centralizes power in the hands of the corporate and political elite—a particularly frightening development during this time of increasing corporate and conservative influence over education reform." Such test-based reform has dumbed down learning, especially for students of color.<ref>{{cite journal|last1=Miner|first1=Barbara|date=August 2000|title=Standardized Minds: The High Price of America's Testing Culture and what we can do to Change it / Contradictions of School Reform: Educational Costs of Standardized Testing..|journal=The Progressive|volume=64|pages=40–43|id={{ProQuest|231959849}}}}</ref>

FairTest says that negative consequences of test misuse include pushing students out of school, driving teachers out of the profession, and undermining student engagement and school climate.<ref name="Holloway">{{cite journal |last1=Holloway |first1=J. H. |year=2001 |title=The Use and Misuse of Standardized Tests |journal=Educational Leadership |volume=59 |issue=1 |page=77}}</ref>