ERIC Number: ED472475
Record Type: RIE
Publication Date: 2002-Mar-6
Reference Count: N/A
Reality Check, 2002. Special Report.
Johnson, Jean; Duffett, Ann
This report examines students', teachers', and parents' reactions to standardized testing and whether the move to raise academic standards has improved the quality of college students and new employees. It is based on telephone interviews conducted in late 2001 with a national and random sample of 600 K-12 public-school teachers, 610 parents of public-school students, 600 public-school students in either middle or high school, 251 employers, and 252 college professors. The survey found that as students nationwide face more testing and higher hurdles for promotion and graduation, few of them seem apprehensive about school or unnerved by the testing. Even as standards are being raised, many students say they could work harder in school, and many say their classmates often get diplomas without having learned what was expected. Additionally, there is broad agreement that local schools are moving in the right direction on standards and that testing has genuine benefits. But even with higher academic standards taking root and teachers and parents reporting notable changes in policies on testing, promotion, and summer school, many employers and professors say that too many of today's high-school graduates lack basic skills. Overall, the standards movement continues to attract widespread support among teachers and parents, and students appear to be adjusting to the new status quo. (RJM)
Descriptors: Academic Standards, Degree Requirements, Educational Assessment, Elementary Secondary Education, Employer Attitudes, National Surveys, Parent Attitudes, Standardized Tests, Student Attitudes, Teacher Attitudes
Public Agenda, 6 East 39 Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org. For full text: http://www.edweek.org/ew/newstory.cfm?slug=25realitycheck.h21.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: GE Fund, Fairfield, CT.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Editorial Projects in Education, Bethesda, MD.; Public Agenda Foundation, New York, NY.
Note: Reprint from "Education Week" v21 n25 March 6, 2002. For "Reality Check, 2001," see EA 031 793; for "Reality Check, 2000," see EA 031 794.