Phelps, Donald G.2011-06-232017-05-112011-06-232017-05-112003-05http://hdl.handle.net/2152/11928textThis study examines the consequences of high stakes testing on minority and economically disadvantaged high school students. This qualitative study took place in a suburban school district outside of Dallas. The researcher studied the social, historical, and economic development of the community and the school district. Participants in the study included: central office administrators, campus administrators, teachers, and parents. The study suggests that the majority of educators in this school district view high stakes testing for minority and economically disadvantaged high school students as largely positive; due primarily to the decline in the achievement gap between minority students, economically disadvantaged students, and white students. There is a strong belief that high stakes testing has forced this school district to teach all students. There is also a belief that high stakes testing has not negatively impacted minority and economically disadvantaged students to dropout of school. The researcher suggests the need for further study of the impact of intended and unintended consequences of high stakes testing on minority and disadvantaged high school students. Perhaps a larger sampling of groups may provide additional depth to bring more creditability to this researcher’s findings.electronicengCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.Minorities--Education (Secondary)--United StatesDiscrimination in education--United StatesEducational tests and measurements--United States--EvaluationRestricted