| Abstract | In 2013, the Texas legislature revoked standardized testing for physics and chemistry. With this action, Texas became one of the first states to decrease the number of standardized exams administered to students. This 18-month study investigated teacher perspectives of the change or lack of change in administrative support, student demeanor, curriculum, and instructional practice following standardized testing removal. Interviews, field notes from observations, and post-observation conferences were collected and analyzed using the open, axial, and selective coding method. The research suggested that once the standardized test was removed from their subject area, the teachers had a new sense of professionalism, yet felt forgotten by administration. Teachers also reported a shift in the sense of community in their classrooms, with a dramatic increase in student apathy that resulted in lowered student expectations. In addition, the teachers described an environment where they were still rushing to cover the curriculum; however, now the teachers felt they had time to address students curiosities in class. The teachers discussed the significance of mentors on their instructional practices; however, analysis of the data sources revealed little change in their instructional practices once the standardized test was removed from their content area. Implications of the research indicate that measures must be taken to address student apathy and lessen the overwhelming emphasis placed on standardized testing. In addition, careful mentor selection for novice teachers is necessary for proper teacher development, and professional development is crucial for all science teachers to improve their instructional strategies in a post-standardized tested world. |
