Short-term and long-term consequences of a focus on standardized testing in AP calculus classes

Standardized testing came to dominate much of the U.S. educational landscape in the 20th century and has continued to do so into the early 21st century, from No Child Left Behind statewide tests to the SAT, ACT, and AP exams. The ascendancy of high-stakes standardized tests has created considerable pressure on schools and teachers to prepare their students for them by "teaching to the test." Using national U.S. data from the Factors Influencing College Success in Mathematics (FICSMath) project, this study examined the short- and long-term effects of a focus on standardized testing in the high school AP calculus classroom. It found that such "prepping" for a standardized test helped students earn higher scores on the AP exam. In contrast with this short-term benefit, no positive long-term effect on students' grades in college calculus was observed for those students with a stronger mathematics preparation. For students with a weaker mathematics preparation, a focus on standardized testing had a negative longterm effect; they earned lower grades in college calculus.