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Learning About the Past to Leave it Behind: Eugenics & Norm-Referenced Educational & Psychological Testing.

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Title: Learning About the Past to Leave it Behind: Eugenics & Norm-Referenced Educational & Psychological Testing.
Authors: Brumley, Benjamin1, Brumley, Lauren1, Morrison, Dana1
Source: Critical Questions in Education. Winter2026, Vol. 17 Issue 1, p40-56. 17p.
Subject Terms: *Competency tests (Education), *Psychological tests, *Standardized tests, *Teacher education, Eugenics, Scientific racism
Geographic Terms: United States
Company/Entity: Educational Testing Service
Abstract: Over the past century, standardized educational testing has become deeply embedded in practice, policy, and teacher preparation in the United States. Institutions, most notably the Educational Testing Service, have been influential in shaping and promoting these practices. Yet the origins of standardized, norm-referenced educational and psychological tests are closely tied to early 20th-century eugenics and scientific racism. Although these practices have been challenged and critiqued for more than a hundred years, teacher educators are still expected to learn and use them. This article traces the historical development of standardized testing, highlights long-standing critiques of norm-referenced measurement, and concludes with recommendations for preparing future teacher educators to understand the historical influence of eugenics on the field. [ABSTRACT FROM AUTHOR]
Copyright of Critical Questions in Education is the property of Academy for Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Over the past century, standardized educational testing has become deeply embedded in practice, policy, and teacher preparation in the United States. Institutions, most notably the Educational Testing Service, have been influential in shaping and promoting these practices. Yet the origins of standardized, norm-referenced educational and psychological tests are closely tied to early 20th-century eugenics and scientific racism. Although these practices have been challenged and critiqued for more than a hundred years, teacher educators are still expected to learn and use them. This article traces the historical development of standardized testing, highlights long-standing critiques of norm-referenced measurement, and concludes with recommendations for preparing future teacher educators to understand the historical influence of eugenics on the field. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Questions in Education is the property of Academy for Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Winter2026
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