By no means can this be considered a definitive exploration of high stakes testing, and its effects on any of the constituent populations, be they the educators, the administrators, politicians, or consumers (of all socio-economic classes.) We have shown that high-stakes testing from inception (Horace Mann) to current implementation (NCLB), was designed to “close the gap” for immigrant and minority populations, or more generally to equalize the educational aptitude, access, and achievement of all Americans. However, our research, as well as many prominent educational researchers has shown that this has not been the reality created by the indoctrination of high-stakes testing into the American Educational System. There is no magic bullet to wipe out every issue involved with high-stakes testing. At this point, most researchers find themselves in a place where they can only offer suggestions to ameliorate said problems. At best, with a national education plan in place, the best that can be attempted at the state and local levels are stop gap measures. High-stakes testing has effects that reach far beyond the classroom, into the homes and lives of the consumers, as well into the political powder keg of today’s America. Every aspect of this paper, cultural capital, test validity, effects on teachers, the effects on students, accountability, and research methodology are all deserving of their own investigations. That said, this endeavor has provided a solid basis for inquiry into the myriad of issues discussed, as well as additional associated ones not discussed here. High-stakes testing does in fact have high stakes, but unfortunately they are not all for the students.
