Outlines a framework for considering the validity of standards-based score interpretations and then considers the potential roles of different stakeholder groups and other participants in that process. Suggests study of a new standard-setting method, the "briefing book," which would describe alternative cut scores. (SLD)

Examines what teachers learn about the role of assessments in instruction through designing and using their own curriculum- embedded assessment, noting how the development of teachers' understanding of assessment for instructional purposes supports and conflicts with use of assessment data for reporting and accountability purposes. The paper…

Investigated the impact of high stakes testing on Virginia's elementary school art, music, and physical education (AMPE). Principal surveys indicated wide variation in the time allocated for AMPE taught by specialists, and few schools changed the amount of time allocated from the previous year. Overall, time allocated to AMPE did not seem to…

Examines the effects of high-stakes testing in Chicago, the first large urban school district to introduce a comprehensive accountability system. Concludes that high-stakes testing has the potential to improve student learning, but policymakers must look beyond aggregate measures of student performance to assess the nature of observed performance…

A survey of 16-year-old English students with hearing impairments in 1995 (n=344) and 1996 (n=403) investigated family and environmental influences on General Certificate of Secondary Education (GCSE) performance. The strongest predictors of GCSE success were later age of onset of deafness and high family socioeconomic status. (Contains…

A protracted class-action suit against California's Commission on Teacher Credentialing (by 15 minority individuals and 3 organizations) proved a major loss for plaintiff educators. The Ninth Circuit's ruling follows the trend of high-stakes testing decisions favoring the government, despite revised Office of Civil Rights guidelines. (MLH)

While recognizing high-stakes testing's value, both the "GI Forum" decision and the Office of Civil Rights guide raise questions that boards and educators should ask about the administration and consequences of their own testing programs. Methods for systematically collecting, analyzing, disseminating, and acting on test results are needed. (MLH)

Discussion of the standards issue in gifted education stresses the value of program models characterized by academic freedom and development of creative expression and urges that lists of standards and high-stakes testing do not replace a rich curriculum. (Contains references.) (DB)

State and federal policymakers have recently upgraded accountability rules, thrusting school leaders into uncharted, uncomfortable territory. In this scenario, principals must adopt flexible, facilitative leadership styles, model core school values, develop organizational capacity, accept heightened public scrutiny, and represent the school's…

The question of validity, or how high-stakes tests are being used and interpreted, threatens to undermine the entire standards movement. Joint standards developed by three professional associations say decisions affecting students' life chances should not be based on test scores alone. Objectivity and teaching to tests are real concerns. (MLH)

Eight members of the education community (e.g., students, teachers, college faculty, and administrators) respond to a question about the impact of high-stakes testing of teachers and students on teaching and teacher education. Their responses focus on such issues as test bias, at-risk students, specific state responses, and testing of students…

Discusses some problems, pitfalls, and paradoxes that challenge measurement theory and practice, especially for K-12 achievement testing. Considers a number of technical issues, especially some related to reliability. Also discusses a number of practical or political issues related to validation and accountability. (SLD)

Explores the utility of a continuum of fluency-based indicators of foundational early literacy skills to predict reading outcomes, inform educational decisions, and change reading outcomes for students at risk of reading difficulty. Outlines a continuum of fluency-based indicators of foundational reading skills. Examines utility and predictive…

Describes certain historical and cultural issues associated with the low academic achievement of Alaska Native students in Alaska public schools. Argues that high-stakes testing alone will not improve the academic performance of Alaska Native students; in fact, it may exacerbate the problem. Recommends the adoption of a new generation of…

Follows up the author's April 1999 article in this same journal, which described how her teaching improved when she decided not to focus on the minimal competency test for Texas. Quantifies ways her students became better readers and reports on the high pass rate of those very students on the reading section of the Texas Assessment of Academic…