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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Chapter 1: My Spiritual Journey as an Educator -- Connecting with Nature and Animals in the Early Years -- Immigrating to Canada from Iran -- Growing Up in Toronto -- Shaping My Philosophy and Approach to Teaching and Learning -- Gravitating Towards Studying the Impact of EQAO Standardized Testing -- Chapter 2: Elementary Standardized Testing on the Bubble: To Eliminate or Maintain? -- Effects of Standardized Testing: Pros and Cons -- Grade 3 EQAO Standardized Testing: A Developmental Perspective -- Chapter 3: Royal Commission on Learning and the Birth of EQAO and the Accountability Movement in Ontario EQAO Establishment and Evolution: Normalization of Standardized Testing Culture -- Implementation of Large-Scale EQAO Standardized Testing in Ontario -- Differences Between High-Stakes and Low-Stakes Standardized Tests -- Governing Structure of EQAO -- Grade 3 EQAO Provincial Results and Five-Year Patterns -- Chapter 4: Inequality of Opportunity: Experiences of Racialized and Minoritized Students -- Race(ing) to the Top: Educational Achievements of Racialized Students and Inequitable Accessibility to Opportunities School-Community Interface -- Chapter 5: Symbiotic Relationship Between Curriculum, Tyler Rationale, and EQAO Standardized Testing -- Historical Overview of What Constitutes as Curriculum -- Philosophical Underpinnings of the Tyler Rationale and Its Role in Development of the Ontario Curriculum and Use of Standardized Testing in Schools -- Chapter 6: EQAO Results and School Rankings --The Fraser Institute: Ranking of Schools and Correlation with Property Values -- Monetary Costs of Administrating EQAO Standardized Tests -- Teacher Unions Opposing Standardized Testing -- Chapter 7: Understanding the Research Approach and the Data -- Methodology and Research Paradigm: Critical Theory and Critical Race Theory -- Methods; Instrument of Data Collection: Semi-Structured Interviews -- Participant Selection, Criteria, and Sample Size -- Recruitment of Participants -- Ethics, Informed Consent, and Confidentiality --The Interview: Location and Duration; Data Analysis -- Credibility, Dependability, and Transferability -- Significance and Limitations --References -- Chapter 8: Invisible Scars and Traumatizing Effects of Standardized Testing: Voices of Grade 3 Children, Parents, and Educators -- Biographical Sketch of Participants -- Laila -- Deshaun; Jordan; Kobe; Madison; Malcolm; Christopher; Chantel; Themes and Findings; Finding #1; Implications; Recommendations; Finding #2; Finding #3; Implications; Recommendations; Finding #4; Implications -- Recommendations -- Finding #5 -- Finding #6 -- Implications -- Recommendations -- Finding #7 -- Implications -- Recommendations -- References -- Chapter 9: External Assessment as Stereotyping -- Critical Race Theory Revisited -- Finding #8.