when they did not attend test preparation classes.
Much as the researcher proposes, Henze & Lucas (1993) predict it is possible to "shape" classroom instruction and test preparation courses to promote greater success and mastery of language among high school students (p. 54). The researchers note obstacles to student achievement on standardized tests include poor language or reading skills (Henze & Lucas, 1993) suggest test preparation courses should consider whether the student's primary language is English. If it is not, there is reason to believe test preparation courses that include instruction of the English language may automatically increase standardized test scores, especially among minority students.
Conclusions
There are many tools educational facilities can use to improve a student's success and ability to achieve positive outcomes on standardized testing. The results of the literature suggest more emphasis on a student's individual needs (Henze & Lucas, 1993; Banks, 2005; Kenny & Faunce, 2004) will ultimately promote better achievement on standardized...
Additional research is needed to assess whether individualizing test preparation courses to students will result in the best possible outcome for students regardless of race, ethnicity, gender or socio-economic status.
References
Banks, J. (2005). African-American college students' perceptions of their high school literacy preparation, Journal of College Reading and Learning, 35(2): 22.
Henze, R.C. & Lucas, T., (1993). Shaping instruction to promote the success of language minority students: an analysis of four high school classes, Peabody Journal of Education, 69(1): 54.
Kenny, D.T. & Faunce, G. (2004). Effects of academic coaching on elementary and secondary school students. The Journal of Educational Research, 98(1): 1.
Seidman, I. (1998). Learning in the field: An introduction to qualitative research.
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Trust, J. (2002). Effects of high school course-taking and other variables on choice of science and mathematics college majors. Journal…
