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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
Language: English
Authors: Benjamin Brumley, Lauren Brumley, Dana Morrison
Source: Critical Questions in Education. 2026 17(1):40-56.
Availability: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Norm Referenced Tests, Educational Testing, Psychological Testing, Racism, Standardized Tests, Preservice Teacher Education, Intelligence Tests, Test Bias, Civil Rights, African Americans, Disabilities, Court Litigation, Resistance (Psychology), College Entrance Examinations, History
Laws, Policies and Program Identifiers: Larry P v Riles, Brown v Board of Education
Assessment and Survey Identifiers: Stanford Binet Intelligence Scale, SAT (College Admission Test)
ISSN: 2327-3607
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494260
Database: ERIC
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  Data: Learning about the Past to Leave It Behind: Eugenics & Norm-Referenced Educational & Psychological Testing
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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.
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      – Text: English
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        PageCount: 17
        StartPage: 40
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      – SubjectFull: Norm Referenced Tests
        Type: general
      – SubjectFull: Educational Testing
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      – SubjectFull: Psychological Testing
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      – SubjectFull: Racism
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      – SubjectFull: SAT (College Admission Test)
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      – TitleFull: Learning about the Past to Leave It Behind: Eugenics & Norm-Referenced Educational & Psychological Testing
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