ERIC Number: ED508512
Record Type: Non-Journal
Publication Date: 2005-Mar
Reference Count: 0
Test Results Untrustworthy. Point of View Essay
Berliner, David C.; Nichols, Sharon L.
Education Policy Research Unit
America's public schools are making harmful, irreversible decisions based on test results that--in an increasing number of cases--can't be trusted, Arizona State University's Education Policy Research Laboratory has found. The pressure of high-stakes tests is forcing school districts and state Departments of Education to take inappropriate and at times unsavory actions to avoid being labeled as failing for not meeting certain benchmarks, says the independent study, funded in part by the Great Lakes Center for Education Research and Practice. Under pressure to achieve higher scores, teachers concentrate more on the "cusp" kids, those who need a few points more on state tests, thus abandoning the gifted and the slowest students in their classes.
Descriptors: Academic Achievement, Standardized Tests, High Stakes Tests, Test Results, Context Effect, School Administration, Decision Making, Educational Practices, Deception
Education Policy Research Unit. Arizona State University, Division of Advanced Studies in Education Policy, Leadership, and Curriculum, Mary Lou Fulton Institute and Graduate School of Education, P.O. Box 872411, Tempe, AZ 85287. Tel: 480-965-1886; e-mail: firstname.lastname@example.org; Web site: http://epicpolicy.org/
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: Arizona State University, Education Policy Research Unit