Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/. Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/. Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.

1. The Effects of High Stakes Testing on Students’ Learning By Cindy Nguyen

2. Problem Statement High stakes testing does not increase students’ learning.

3. What? Purpose… The goal of this research is to understand the effects of high stakes testing on students’ learning.

4. . This research is important because it affects how school system operates. Why? Rationale…

5. Who? People involved… -Students -Teachers -Parents -Government Officials -School Officials -District Officials

6. Benefits of the research… -Changes in schools’ grading policy -Changes to teachers’ incentive system -Help create new policies regarding assessments

7. History of High Stakes Testing… -In the 1980s, the U.S. education system were deemed “ at risk ” of failure

8. -To counter this, lawmakers started transforming the schools’ system with high stakes testing playing a major role

9. Pros of High Stakes Testing 1. Quality of American education can be greatly improved by a system of rewards and sanctions that results from students’ test performance

11. 2. The effects of high stakes testing threaten the validity of test scores, but also lead to “perverse” and “corrupt” educational practice

12. What influence high stake testing? No Child Left Behind Law , passed in 2002

13. No Child Left Behind (NCLB) -States must have a set of academic standards -Assessments to monitor the progress of students to meet those set of standards

14. -Schools must report to the states these assessment’s scores divide into different categories and sub groups (ethnicity, economic background, etc.)

15. -States must create a rating system on the schools base on the data they sent about the students’ scores

16. - States must create a plan (Adequate Yearly Progress or AYP) that would ensure 100 percent of its students will reach academic proficiency by the year 2014–2015

17. - States must come up with a system of accountability that includes rewards and sanctions to schools, educators, and students that are tied to whether they meet state’s goals outlined in the AYP plan.

18. Research Report -I decided to do a little research about this topic. Since my school does a lot of mock TAKS testing days. I decided to examine students’ score over time.

19. Data – Class Averages

20. Findings -No significant changes in students’ progress -Scores were consistent

21. Conclusion High stakes testing does not improve or hinder students’ progress.

22. Bibliography Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12 (1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/. Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14 (1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/. Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE . Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.