Reflections of standardized testing experts, Latin teachers, and Latin students on how the study of Latin increases public high school students' standardized test score

This qualitative study explored the perspectives of standardized testing experts, Latin teachers, and Latin students on the ways in which the study of Latin improves students' standardized test scores. Grounded in the theoretical framework of critical thinking theory, defined as the acquisition of skills and knowledge that provide a person with the means to investigate, examine, and solve problems or issues, this study utilized 30-to-45 minute, semi-structured interviews with three college students who studied Latin, two public high school Latin teachers, and two testing experts from organizations that create and administer standardized tests in Pennsylvania. The results of the study noted that participants perceived that the study of Latin improves students' critical thinking skills that they considered instrumental in the preparation for and performance on standardized tests. Implications for future research and practice are included.