Do high school test preparation courses increase standardized test scores?

High School Test Preparation Outcomes

Qualitative Research Proposal: Do High School Test preparation Courses Increasing Standardized Test Scores?

The purpose of this qualitative research proposal is to demonstrate whether high school test preparation courses increase standardized test scores or have a neutral effect on students' test scores. The researcher hypothesizes high school students that participate in test preparation will realize higher scores on SAT and other standardized tests than do other students.

To identify whether test preparation affects academic performance, the researcher proposes investigating the following questions: (1) does ethnic or racial status impact test scores? (2) do students that prepare for standardized tests perform better than their peers? (3) does the quality of test preparation impact a student's ability to improve standardized test scores? Secondary to these primary questions is the question of when and where are improved test scores being realized. Closer examination of a school, as in the case of a qualitative case study, would provide information about the relevance of test preparation to student achievement and test outcome.

Purpose/Background

Banks (2005) notes many factors may impact a student's scores on standardized test, including their socio-economic status, school atmosphere, preparation, literacy and more (p.22). Many researchers suggest students of minority decent are more likely to perform poorly in college or on standardized tests than their non-minority peers, largely because many urban areas have high concentrations of minority people living with little income, which reduces their ability to attend school or preparation courses in some cases (Banks, 2005; Trusty, 2002). Worthy of note however, is the knowledge that high school preparation does seem to enable minority students and others to perform better on standardized test scores (Banks, p. 22). It is not known whether the improved performance however, results from the actual preparation or the "perceptions" students have of such tests as Banks (2005) suggests.

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 tests and within the classroom. 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.