This paper investigates accountability issues of standardized tests and their affect on low-income and racial minority student’s ability to acquire cultural capital. While this shall embody a significant portion of this paper, other issues are examined such as systemic issues (validity, accuracy, etc) with educational legislation such as the “No Child Left Behind Act (NCLB), as well as the delicacies of conducting research in a highly politicized and “high stakes” topic. The goal here is not to be propagandistic but to be objective and explore these issues in such a manner that it heightens awareness of the many issues relative to standardized testing. Lastly there is an examination of curriculums that are programmed, scripted and designed to improve test scores of urban students in low-income communities
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