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ERIC Number: ED409612
Record Type: RIE
Publication Date: 1995
Pages: 248
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7842-0807-7
ISSN: N/A
Final Exam: A Study of the Perpetual Scrutiny of American Education. Historical Perspectives on Assessment, Standards, Outcomes, and Criticism of U.S. Public Schools.
Bracey, Gerald W.
American public education has gradually evolved from a focus on the "disciplined mind" attainable by only a few to a focus on observable outcomes, purportedly attainable by all. This book offers a historical study of assessment, standards, outcomes, and criticism in U.S. public schools. Chapter 1 provides a selective history of education, focusing on the criticism of public schools and the attempts to reform them. Chapter 2 provides a short history of testing and assessment, particularly as it pertains to the testing and assessment of school achievement: (1) how achievement has been measured; (2) to what uses the assessment has been put; and (3) what those who developed measurements assumed about schools and the nature of learning. The third and fourth chapters describe the evolution of educational standards and outcomes-driven assessments. The book concludes that public schools have performed relatively well, given the unrealistic expectations placed upon them. However, not everyone can learn, the American education system cannot educate everyone, and society cannot permit all children to learn (educated people will not collect garbage). There are too many technical problems with many of the standards projects to make them feasible. Standards-based reform fails to address many of the country's most pressing educational issues, such as social inequalities, the provision of educational opportunities, and the creation of viable jobs. Endnotes accompany the chapters. (Contains 11 references.) (LMI)
TECHNOS Press, Agency for Instructional Technology, Box A, Bloomington, IN 47402-0120 ($24.98).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A