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ERIC Number: EJ444362
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0740-7874
Does High-Stakes Testing Improve School Effectiveness?
Allington, Richard L.; McGill-Franzen, Anne
ERS Spectrum, v10 n2 p3-12 Spr 1992
Although the New York State reading assessment was aimed at identifying children with extra educational needs, one study shows that the current high-stakes nature of the tests has distorted that intent. Rather than rewarding instructional quality, state accountability profiles often reward questionable instructional practices such as retention in grade and special education placement. (16 references) (MLH)
Publication Type: Journal Articles; Reports - Evaluative; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York