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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ659148
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1784
First, Do No Harm.
Heubert, Jay P.
Educational Leadership, v60 n4 p26-30 Dec 2002-Jan 2003
Argues that under certain conditions, high standards and demanding assessment can hurt rather than help low-achieving students. Discusses three practices educators and policymakers should avoid: requiring students to repeat a grade, placing students in low-track classes, and holding students accountable for material not yet taught. (Contains 13 references.) (PKP)
Descriptors: Accountability, Achievement Tests, Elementary Secondary Education, Grade Repetition, Graduation Requirements, Low Achievement, State Standards, Track System (Education)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A