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The Unintentional Consequences of High Stakes Testing on Middle School Science.

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Title: The Unintentional Consequences of High Stakes Testing on Middle School Science.
Authors: Bekins, Amy1 (AUTHOR)
Source: Science Scope. May/Jun2026, Vol. 49 Issue 3, p5-9. 5p.
Subject Terms: *Science education, *Time on task (Education), *Interdisciplinary education, *STEM education, *Educational evaluation, *Education policy, Poor communities
Abstract: Math and English can receive more instructional time and emphasis in middle and elementary schools, taking time and priority away from science, to ensure that students have more exposure to areas that are more heavily assessed. Limiting science content and access has powerful implications for students' futures, especially for underrepresented groups. Leaders should provide more cross-curricular instruction and opportunities in science to increase achievement and provide more equitable access to scientific fields. [ABSTRACT FROM AUTHOR]
Copyright of Science Scope is the property of Taylor & Francis Ltd 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
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 194575207
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The Unintentional Consequences of High Stakes Testing on Middle School Science.
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  Data: <searchLink fieldCode="JN" term="%22Science+Scope%22">Science Scope</searchLink>. May/Jun2026, Vol. 49 Issue 3, p5-9. 5p.
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  Data: Math and English can receive more instructional time and emphasis in middle and elementary schools, taking time and priority away from science, to ensure that students have more exposure to areas that are more heavily assessed. Limiting science content and access has powerful implications for students' futures, especially for underrepresented groups. Leaders should provide more cross-curricular instruction and opportunities in science to increase achievement and provide more equitable access to scientific fields. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Science Scope is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194575207
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      – Type: doi
        Value: 10.1080/08872376.2026.2648514
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        Text: English
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: STEM education
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Poor communities
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      – TitleFull: The Unintentional Consequences of High Stakes Testing on Middle School Science.
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              Text: May/Jun2026
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