Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Karin Lewis

Second Advisor

Jacob Neumann

Third Advisor

Angela Chapman

Abstract

High-stakes standardized testing has become a dominant force in U.S. education system, shaping curriculum, pedagogy, and accountability systems in ways that can narrow instructional breadth and constrain teacher autonomy. This study examined how these dynamics are experienced by educators working in a predominantly Latinx, border-region district in South Texas. The purpose was to explore K–12 teachers lived experiences with standardized testing and their perceptions of its effects on curriculum, teaching methods, and classroom assessment practices within McAllen Independent School District (ISD).

Using a basic qualitative design, data was collected through an anonymous, open-ended questionnaire. Twenty-five practicing teachers from elementary, middle, and high schools participated. Thematic analysis, conducted through iterative coding and theme development, yielded six cross-cutting themes that illuminate the testing ecology in this context.

Findings indicate that standardized testing strongly shapes classroom instruction while creating significant stress for both teachers and students. Educators view the tests as developmentally and culturally inappropriate, especially for emergent bilinguals and students who express understanding better in non-written formats. Test scores also affect teacher evaluations and job security, limiting their willingness to take instructional risks. Participants reported that classroom-based formative and performance assessments offer more meaningful insights into student learning, and that resource inequities across schools distort testing outcomes and make scores unreliable indicators of instructional quality. The implications highlight the need for districts to reduce their reliance on test scores, cut back on excessive interim assessments, and give teachers more flexibility to tailor curriculum and assessments to students’ cultural and developmental needs. Recommended practices include using multiple forms of evidence to show learning, decreasing the number of benchmarks, and supporting teacher-created performance tasks. Future research should involve larger and more diverse samples, use mixed-methods and long-term designs, incorporate student voices and work samples, and investigate leadership and policy strategies that prevent instructional narrowing and promote equity.

Comments

Copyright 2026 Cassia Guajardo. All Rights Reserved. https://proquest.com/docview/3371128894

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