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Fedore, Heidi – Education Digest: Essential Readings Condensed for Quick Review, 2006
It is readily apparent that testing raises academic standards at both the state and the federal levels. The three Rs currently touted as aims for school improvement--rigor, relevance, and relationships--can be applied to testing as well. The connection between standardized testing and rigor can be easily made, while the relevance of testing is…
Descriptors: Testing, Standardized Tests, High Stakes Tests, Accountability
Gleibermann, Erik – Education Digest: Essential Readings Condensed for Quick Review, 2007
The goal of No Child Left Behind appears admirable: by 2014 every child in the nation will test to proficiency in core math and literacy skills. However, as we investigate what schools need to reach these goals, we expose what teachers have long experienced one arduous day at a time: our school system is based on a 19th-century factory model that…
Descriptors: Federal Legislation, Academic Achievement, Mathematics Skills, Reading Skills
Neill, Monty – Education Digest: Essential Readings Condensed for Quick Review, 2006
Many principals and teachers have concluded that high-stakes testing, particularly the kind of high-stakes testing which has been mandated by the No Child Left Behind (NCLB) Act, is doing grave damage to education and to the lives of children. Parents and other community members likewise worry about the consequences of schools focusing on test…
Descriptors: Student Evaluation, Formative Evaluation, Summative Evaluation, Academic Standards