Intro; Foreword; Acknowledgements; Contents; List of Figures; 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; References; 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; References

Chapter 3: Royal Commission on Learning and the Birth of EQAO and the Accountability Movement in OntarioEQAO 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; References; 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 OpportunitiesSchool-Community Interface; References; 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; References; Chapter 6: EQAO Results and School Rankings; The Fraser Institute: Ranking of Schools and Correlation with Property Values

Monetary Costs of Administrating EQAO Standardized TestsTeacher Unions Opposing Standardized Testing; References; 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 EducatorsBiographical 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