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Seymour, Clancy; Garrison, Mark – Quest, 2015
Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of…
Descriptors: Physical Education, High Stakes Tests, National Standards, Cognitive Ability
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Morgan, Hani – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2016
In the twenty-first century, the use of standardized tests as the primary means to evaluate schools and teachers in the United States has contributed to severe dilemmas, including misleading information on what students know, lower-level instruction, cheating, less collaboration, unfair treatment of teachers, and biased teaching. This article…
Descriptors: Foreign Countries, High Stakes Tests, Standardized Tests, Educational Legislation
Bourque, Nicole M. – ProQuest LLC, 2018
With the increased demands of high-stakes testing and the additional test security protocols put in place surrounding the administration of assessments such as the PSSA and Keystone Exams, public school administrators are now faced with increased burdens surrounding these assessments on top of their ever-growing responsibilities. In today's world…
Descriptors: Administrator Attitudes, High Stakes Tests, Common Core State Standards, Public Schools
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Coe, John – FORUM: for promoting 3-19 comprehensive education, 2018
This article sketches a vision of how primary education needs to be re-shaped to let schools focus more sharply on the development of children as individuals. Rapid social change requires a fundamental re-thinking of formal education and assessment. High-stakes testing must end. Greater weight must be given to the application of knowledge and…
Descriptors: Relevance (Education), Elementary School Curriculum, Elementary Education, Educational Needs
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Minarechová, Michaela – Journal of Pedagogy, 2012
High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding and…
Descriptors: High Stakes Tests, Accountability, Foreign Countries, Educational History
Mayer, Tammy Marie – ProQuest LLC, 2017
The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive disabilities. Federal legislation has changed the focus of…
Descriptors: Public Schools, Disabilities, High Stakes Tests, Academic Achievement
Warnell, Delores – ProQuest LLC, 2017
The purpose of this phenomenological study was to examine the influence of high stakes testing on high poverty and low performing middle school campuses in a Texas Education Service Center as perceived by middle school campus principals. Participants of the study consisted of 10 middle school principals who have served on a low performing and high…
Descriptors: High Stakes Tests, Influences, Poverty, Principals
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Whitney, Camille R.; Candelaria, Christopher A. – AERA Open, 2017
Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal…
Descriptors: Educational Legislation, Federal Legislation, High Stakes Tests, Accountability
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Brewer, Steven L., Jr. – Education, 2017
Bullying and a hostile school culture interfere with students' academic performance. This article will examine how factors such as high-stakes testing and bullying victimization may affect the health and well-being of youth in schools. Next, the article will provide an overview of the Whole School, Whole Community, Whole Child (WSCC) model, and…
Descriptors: Bullying, High Stakes Tests, Victims, Well Being
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Cavendish, Wendy; Márquez, Adrián; Roberts, Mary; Suarez, Kristen; Lima, Wesley – Penn GSE Perspectives on Urban Education, 2017
In a nationwide effort to create standardized performance criteria, there has been an emphasis on testing data as the strict measurement of teacher and student success or failure (Volante & Sonia, 2010). These testing accountability systems, developed under No Child Left Behind (2001), were based on assumptions that high-stakes assessments…
Descriptors: Learner Engagement, High Stakes Tests, Accountability, Educational Legislation
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Baker, Melissa; Johnston, Pattie – Journal of Instructional Psychology, 2010
High-stakes testing plays a critical role in education today in the United States. Every state uses a high-stakes test to comply with the No Child Left Behind (NCLB) mandate. While many believe high-stakes testing is an acceptable and accurate way to measure students' learning, one has to ask whether high stakes testing is an effective measurement…
Descriptors: Federal Legislation, Disadvantaged Youth, Testing, High Stakes Tests
Wisdom, Sharon Christine – ProQuest LLC, 2018
Teachers in a New Jersey suburban high school noticed an increase in students' stress and anxiety associated with high-stakes testing, and they were struggling to find strategies and interventions to help. The purpose of this study was to investigate high school English and mathematics teachers' current knowledge, experiences, and perceptions…
Descriptors: Secondary School Teachers, Teacher Attitudes, High Stakes Tests, High School Students
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Waitoller, Federico R.; Pazey, Barbara L. – Teachers College Record, 2016
In this chapter, we examine tensions that can materialize at the intersection of high-stakes accountability assessments and the rights of parents of students with dis/abilities. We bring to the surface and analyze the competing notions of social justice that have fueled the implementation of both high-stakes testing and the inclusion of students…
Descriptors: Social Justice, High Stakes Tests, Accountability, Parent Rights
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Au, Wayne – Educational Policy, 2016
High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes,…
Descriptors: High Stakes Tests, Standardized Tests, Neoliberalism, Multicultural Education
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Ferguson-Patrick, Kate – Education 3-13, 2018
Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers' reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher's…
Descriptors: Teacher Role, Cooperative Learning, High Stakes Tests, Teaching Methods
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