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ERIC Number: ED472477
Record Type: RIE
Publication Date: 2000-Feb-16
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reality Check, 2000. Special Report.
Editorial Projects in Education, Bethesda, MD.; Public Agenda Foundation, New York, NY.
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 the last quarter of 1999 using a national, random sample of 604 K-12 public-school teachers, 615 parents of public-school students, 605 public-school students in middle or high school, 260 employers, and 251 professors. Among the findings, employers and college professors remained highly dissatisfied with students' basic skills. Even with this disappointment, all groups in the survey continued to endorse many of the principles behind standards reform. However, many schools had either not adopted some changes advocated by reformers, or teachers, parents, and students remained unaware of them. Parents did continue to express confidence and satisfaction in their children's academic experience, though few of them were aware how their child's school compared with other schools. Many of the teachers surveyed had a different perspective on issues related to standards, testing, promotion, and accountability; most of them claimed that the schools were performing at a high level and that their colleagues were highly qualified. Teachers viewed low pay as the chief obstacle to attracting and keeping top college graduates. (RJM)
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=23parc3.h19.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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" v19 n23 February 16, 2000. For "Reality Check, 2002," see EA 031 792; for "Reality Check, 2001," see EA 031 793.