This book examines the history of standardized testing in Ontario
leading to the current context and its impact on racialized
identities, particularly on Grade 3 students, parents, and
educators. Using a theoretical argument supplemented with
statistical trends, the author illuminates how EQAO tests are
culturally and racially biased and promote a Eurocentric curriculum
and way of life privileging white students and those from higher
socio-economic status. This book spurs readers to further question
the use of EQAO standardized testing and challenges us to consider
alternative models which serve the needs of all students.
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