This document discusses the history and impact of high-stakes standardized testing in the United States. It traces the rise of standardized testing from the 1980s onward, as testing became a central part of education reform under presidents Reagan, Bush, and Clinton. The No Child Left Behind Act of 2001 made testing even more consequential, tying test scores to consequences for students, teachers, and schools. The document notes concerns that testing has narrowed curriculum, reduced time for subjects like social studies, and pushed teachers to focus on test preparation over meaningful learning. Overall impacts and the appropriate role of standardized testing in education remain debated issues.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Although it is agreed that standardized testing did not work effectively, there is still no conclusion about what might replace these assessments. While there are many different ideas for solutions, here are some of the top discussed choices for replacement.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Although it is agreed that standardized testing did not work effectively, there is still no conclusion about what might replace these assessments. While there are many different ideas for solutions, here are some of the top discussed choices for replacement.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
This is the complete presentation that was discussed at the April 23, 2016 League of Women Voters Forum on Standardized Testing from the MCS Superintendent
A presentation on validity and reliability assessment of questionnaire in research. Also includes types of validity and reliability and steps in achieving the same.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
COM 2204HStandardized Testing Problem Speech OutlinePolicy PLynellBull52
COM 2204H
Standardized Testing Problem Speech Outline
Policy Proposition:
A federal law should be passed that eliminates the requirement for K-12 students in the United States to take standardized tests.
Definitions:
1. Standardized tests: A test administered and graded in a consistent manner.
a. In California, we’re mostly familiar with the STAR program that administers some large-scale standardized tests for our state.
2. No Child Left Behind Act: Law passed in 2001 that established a requirement for students to be tested in reading and math during grades 3-8 and one time in high school.
3. Teaching to the test: devoting extra time and attention in the classroom to the skills needed on standardized tests
Background:
1. When the No Child Left Behind Act was introduced in 2001, standardized testing became an important tool in evaluating both student and national progress in education. More pressure was put on students and teachers to perform well on these tests because it became the main way of determining a schools effectiveness.
2. In 2009, the Race to the Top program was introduced which would pit schools against each other, with the schools that have the best student test scores receiving increased funding.
3. The No Child Left Behind Act’s goal of reaching “100% proficiency on standardized tests by 2014” failed (ProCon.org).
4. In 2019, the Nation’s Report Card reported that in the last ten years proficiency scores in math and reading remained almost the same even though higher standards of academics were imposed (ProCon.org).
5. In March 2020, the Education Secretary temporarily waived the requirement for standardized tests for the 2019-20 school year due to the pandemic, stating that students should be “focused on staying healthy and continuing to learn” (ProCon.org).
Inherencies
Structural: Federal laws like the NCLB require standardized testing for students during most of their years in K through 12 education. An additional structural inherency that also should be noted is that there currently isn’t a law that mandates less standardized testing.
Attitudinal: According to a poll conducted by Education Next, 66% of parents and 67% of the general public support testing (Henderson) because they believe that it measures the performance of schools and students well.
Claims
1. High stakes testing has a negative effect on students’ mental health/performance
a. Because of the laws and programs that tie incentives and punishments into standardized tests, there is an increasing pressure on students to perform well on these tests. This leads to anxiety, stress, sleeplessness, and other health issues in young children.
b. A poll in 2019 by PDK international found that “50 percent of responding teachers see pressure on their kids to do well on tests” (Dean).
c. “A pediatrician reports witnessing an ‘incredible’ increase in anxiety over five years.” During heavy testing months, “she sees a new patient each day complaining of stomach ac ...
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.comWilliam Kritsonis
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, www.nationalforum.com
Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice ......................... 1
Karl F. Wheatley
Teachers’ Perspective of their Role and Student Autonomy in the PBL Context in China ........................................ 18
Huichun Li and Xiangyun Du
Is a Rubric Worth the Time and Effort? Conditions for Success .................................................................................... 32
Hiroshi Ito
The Art of Teaching: Instructive, Authoritative and Motivational ................................................................................ 46
Diana Martinez, PhD
Intercultural Understanding in the New Mobile Learning Environment .................................................................... 60
Daniel Chun
How Home Economics Teachers in Norwegian Lower Secondary Schools Implement Sustainability in their
Teaching? .............................................................................................................................................................................. 72
Else Marie Øvrebø
WelWel: Proposal for a Collaborative/Cooperative Learning Model in the Cloud ................................................... 84
Luis Garcia and Maria João Ferreira
User Behaviour on Google Search Engine ...................................................................................................................... 104
Bartomeu Riutord Fe
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. A Brief Introduction MEAP Teaching to the Test Taking the fun out of learning? Is it worth it? Source
3. What Is High-Stakes Testing? A Test vs. High-Stakes Test What are these decisions? Wait, there’s more!
4. Federal History 1980s President Reagan 1990s President George H.W. Bush President Clinton 2000s President George W. Bush
5. Legislative History “A Nation A Risk” Elementary and Secondary Education Act (ESEA) New ESEA No Child Left Behind (NCLB) “…the trajectory of education reforms into the 1990s was set, where forty-three states had statewide assessments for k-5 by 1994, and by the year 2000 every state but Iowa administered a state mandated test” -Au
6. No Child Left Behind (NCLB) Centers on high-stakes testing Emphasis on reading and math Harsh consequences Won’t be changes, as of now
7. What Are Some Resulting Factors? Classroom Control Curriculum Pedagogy Social Studies “Disappearing subject”
8. Impact on Literacy “High-stakes standardized testing can greatly influence the teaching of reading and writing” (Higgins). Writing is an ongoing process. Better test scores?
9. Opinions From The Field Nothing will change anytime soon Varying Good - Higgins Bad - Au “…testing has become firmly entrenched as the policy tool, bar none, for federal enforcement of educational reforms.”-Au
10. What’s The Bottom Line? High-stakes Standardized Tests… Are accurate Teach students general knowledge Are not all the same Source
12. Resources – Works Cited Au, Wayne. “Social Studies, Social Justice: W(h)ither the Social Studies in High-Stakes Testing?” Teacher Education Quarterly 36.1 (2009). 43. Web. 16 February 2010. Higgins, Betty, et. al. “Teaching to the Test…Not! Balancing Best Practice and Testing Requirement in Writing: High-Quality, Evidence-Based Instruction Need Not Be Sacrificed in Preparing Students to Succeed on Standardized Writing Assignments.” The Reading Teacher 60.4 (2006). 310. Web. 16 February 2010. “Testing High Stakes Tests: Can We Believe The Results of Accountability Tests?” Manhattan Institute for Policy Research. Greene, Jay P. n.p. : February 2003. Web. 16 February 2010.
Editor's Notes
Thank you for viewing my project on High-Stakes Standardized Testing : The Advantages and Disadvantages of Teaching to the Test. My name is Kerry Sowatsky.
Probably the high-stakes test that we are most familiar with here in MI is the MEAP, or the Michigan Educational Assessment Program. If you remember taking this test, then I’m sure you remember the stress that you and your teachers were put under. This is only one example of the many high-stakes tests that are administered around the country every year.So if it’s just one test, you may think, why does everyone become to stressed about it and why is it an issue in education today? The truth is that so much rides and is determined from ONE exam, that teachers are forgoing their normal lessons to start covering material that is on the MEAP, for example. They are emphasizing what they need to in order for their students to achieve high scores, but in the process the students and the teachers are losing important information that is vital to know, but may not be covered on the test. Thus, the term “teaching to the test” has come about and with it, a form of teaching that is not always favorable.But if you can remember taking a high-stakes test, then you may also remember how you felt on the test day. Did your teachers try to emphasize for you just how important it was to do well? Do you remember the specific lessons you had and the specific material you had to memorize? you remember dreading going to school that day, don’t you? Many students are feeling the stress and anxiety that goes along with these tests, just as teachers and administrators are. Could the “fun” that is being taken out of learning as more and more importance are putting on tests be a reason school becomes more like work? So is it worth is? Are high-stakes testing more of a detriment than a help? Are they cheating students out of a well-rounded and whole education? Or is it necessary to understand whether students are getting the education the desereve?
We all know what a test is, but what may not be so clear is, “What allows a test to be considered ‘high-stakes?’”In a Teacher’s Education Quarterly article, by Wayne Au “Social Studies, Social Justice: W(h)ither the Social Studies in High-stakes Testing,” it is defined a test in which “results are used to make important decisions that immediately affect students, teachers, administrators, communities, schools, and districts” (Au).So what are some of these descisions that will affect so many people? The article goes on to say that these tests could decide whether students are able to progress to the next grade and whether teachers should receive a pay raise or tenure.But not only are individual matters decided and attributed to these high-stakes tests, but the results are also released to the public. This allows teachers and their students, along with their schools, to be categorized and ranked and therefore, to be subjected to public scrutiny, perhaps ruining the reputation of entire school districts.
EDU Quarterly The modern institution of high stakes standardized testing can be traces back to the 1980s and President Ronald Reagan. His administration attacked our nation’s public schools and stated that our educational system was not up to par with foreign country’s in this Cold War climate. Graduation standards were raised and reforms were made that “revolved around testing and increased course loads for students” (Au).In the 1990s, President George H.W. Bush, self-proclaimed “education president” implemented his America 2000 plan that focused on testing.President Clinton followed his lead during his presidency and the tough testing rhetoric was passed into the hands of George W. Bush.President Bush is responsible for cementing high-stakes testing into law and mandating that students be tested in reading and math. If schools do not achieve sufficient scores by 2014, they will be subject to certain consequences.
So what were the laws and other legislations that these Presidents passed to get us to a place where our schools revolve around testing?“A Nation at Risk” was implemented by Reagan and has since been proven to be “empirically false” (Au). However, it cannot be denied that this plan ushered in the modern era of testing.ESEA was published by President Bush in 2000, mandating that federal funding be directly effected by test scores.The most infamous plan though, would have to be the reauthorization of the Elementary and Secondary Education Act or better known as “No Child Left Behind.” It was authorized by George Bush in 2002 and is what is directly effecting our dilemma with high stakes standardized testing today.
So NCLB is the piece of legislations that is directly effecting what can and cannot be done to fix or get rid of high stakes standardized testing.This act states that schools was be assessed on how well their students perform on high stakes tests.These tests only need to be administered in math and reading which risks other subjects getting the ax so that teachers and prepares and teach their students how to pass the test.3. If school’s scored in certain standardized tests did not improve or meet Adequate Yearly Progress, AYP, then schools were at risk to lose federal funding or federal funding just to be used for tutoring, transportation, and other measures that would hopefully improve the school’s performance.4. There is now head-way being made to change this piece of legislation currently. But NCLB is seen as a solution to our country’s educational difficulties by many.
So the simple fact is that we are stuck with standardized testing and have been for a while. So what are some of the effects that it is having on our students and teachers and in our classrooms?Au states that high stakes standardized testing is directly affecting classroom control in both “curricular content and pedagogy.” High stakes testing narrows curriculum and teachers feel pressure to shape the content that they teach to the test their students will be taking.Au also finds that 71% of districts reported cutting one or more subjects to increase time spent on reading and math, correlating with the standards with NCLB. Also, “73% of teachers from states with high stakes testing and 63% of teachers from states with low stakes testing said that their state’s testing programs were contributing to unsound educational practices” (Au).Specific to my content that I will be teaching, social studies is getting pushed to the side as teachers focus on teaching math and reading as opposed to history, geography, and civics.Au finds that 33% of districts reduced social studies teaching in a direct response to high stakes testing.
But positives can come from HSST Betty Higgins in her article, Teaching to the test…not asserted that “students can perform admirably on formalized writing tests with instruction based on the best practices rather than explicit teaching to the test.”Higgins also found that,“the broadest and richest preparation in writing produces the highest test scores.”Higgins suggests, “that rather than spending time on test preparation, writing should be ongoing.” Throughout their whole educational career, improvement in writing should always be being taught – no matter what subjects are receiving priority for standardized tests.So while many will attest that high stakes standardized testing can hinder a student’s education, there are some benefits in specific areas of learning.
Civic Project 33 has a list of statistics that we will view in a moment that supports the view that high-stakes testing won’t be leaving our education system anytime soon. Other sources have mixed opinions on what can be done to alter what place high stakes testing has in our country. Higgins, in her article, has a more positive outlook saying, “most schools see no alternative other than to work toward meeting the states' standards and legislative mandates. This goal can be accomplished through excellent instruction that prepares students to be full, literate members of our society and not just people who can pass a test.” So in a way Higgins’ view of standardized testing asserts that it’s effects are not all badAu, in his article on the other hand, asserts that there has been so much Federal involvement that it is incapable of reform. “…testing has become firmly entrenched as the policy tool, bar none, for federal enforcement of educational reforms.” High-stakes testing is the Federal government's only way of keeping tabs on the state’s educational systems so until we find an alternative, standardized testing will remain the norm.
Here are the statistics that the Manhattan Institute for Policy Research:The study found that the high stakes tests produce the same results as low stakes tests. High stakes tests are, “not distorting outcomes” and “accurately reflect student achievement.”There are many concerns that teachers are just “teaching to the test.” This study found that educators are doing so in a way “that conveys useful general knowledge as measured by nationally respected low stakes tests.” But they also found was that, “The report’s analysis of year-to-year score gains finds that some high stakes tests are less effective than others in measuring schools’ effects on student performance.”These mixed findings only make a statement that high-stakes standardized testing isn’t going anywhere. It has it advantages and disadvantages but until there is a clearly better alternative, we will be stuck with what we have. Moving forward, our policy should be to improve the current testing system. The pressure that is put on students to achieve well on these assessments may drive more students away from the enjoyment of learning leaving classrooms and hallways empty…