Abstract
Purpose. The purpose of this descriptive, co-relational, ex post facto study was to determine the degree to which the teachers and administrators in selected high-minority/low-SES, high-Performance/SES Index high schools: (1) report that they use test-taking strategies to prepare their students to take the SAT-9 exam and (2) perceive these skills as useful in raising student test scores. The study also identified other practices and procedures which these schools use to prepare students to take the SAT-9 exam. Methodology. Schools were selected based on socioeconomic status, race, and SAT-9 test scores obtained from the California State Department of Education. Data were collected during face-to-face interviews and surveys given to respondents following the interview. Qualitative analysis was used to examine instruction in test-taking skills, and "other" strategies. Quantitative analysis including t-tests was used to analyze the survey data. Findings. Teachers and administrators agreed that following directions, budgeting time wisely, using educated guessing, knowing the testing format, providing food, breaks, and rewards, and establishing a positive student attitude toward the test were emphasized. Teachers reached out to struggling students as soon as they entered school and taught test-taking skills year round. The school allocated resources for test preparation materials and tutoring programs. Teachers and administrators agreed that teachers' positive attitude toward improving student test scores and aligning the curriculum with SAT-9 content were critical to the school's success. Conclusions. High-minority/low-SES schools in this study that scored well on the SAT-9 used a multidimensional, continuous change process. Teachers and administrators analyze the results of the SAT-9 each year to ensure teacher buy-in to make changes in curriculum. Most importantly, teachers model behaviors that show that they care about students by developing programs that meet their emotional, physical, and intellectual needs. Recommendations. A future research study be designed to explore the perceptions of teachers and administrators in low-performing schools with respect to the importance of test-taking skills.