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Dissertation Title:  Perceptions of Test Score Pollution Stemming from COVID-19 and State Testing:  An Exploratory Case Study

Program:  Doctor of Education in Educational Leadership

Significance:  COVID-19-induced changes in teaching modality, delivery, and curriculum content may result in test score pollution and affect state standardized test scores. Themes suggested teachers�� and administrators�� perceptions of test preparation, students�� social-emotional well-being, lowering academic expectations, school attendance, and disparities among students as factors stemming from COVID-19-related issues which may affect students�� test scores on state standardized tests. In addition, the validity of current state standardized tests and the interpretation of test scores is a concern among educators.