ERIC Number: ED472476
Record Type: RIE
Publication Date: 2001-Feb-21
Reference Count: N/A
Reality Check, 2001. Special Report.
Johnson, Jean; Duffett, Ann; Foleno, Tony; Foley, Patrick; Farkas, Steve
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 2000 with a national and random sample of public-school teachers, parents of public-school students, public-school students in either middle or high school, employers, and college professors. The findings show that students, parents, and teachers were beginning to accept the standards movement. Those surveyed reported less social promotion and believed that private schools were losing their advantage. All groups voiced strong support for local efforts to raise standards and for using high-stakes standardized tests as part of the effort. However, all groups strongly opposed basing promotion or graduation solely on the results of testing. Students themselves voiced little resentment or anxiety over testing and promotion, with most of them saying that the tests seem fair. Parents gave their districts good marks on standards, and increasing numbers knew more about how their own schools rated within the district. Teachers reported that standardized tests motivate students and can help diagnose problems, but many of them claim that districts were putting too much emphasis on tests. Employers and professors were far more disapproving than parents or teachers on how well young people are prepared for college and work. (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/ewstory.cfm?slug=23publicagenda.h20.
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" v20 n23 February 21, 2001. For "Reality Check, 2002," see EA 031 792; for "Reality Check, 2000," see EA 031 794.