The relationship between high stakes testing and retention was studied in Florida in the context of educational reform and controversy over the effectiveness of retaining students in grade. The focus was on the relationship between the percentage of students in grades 1, 3, 5, 7, and 8 falling below the 50th percentile on the Stanford Achievement…

The purpose of this chapter is to capture what the future holds for assessment in education and counseling. The author reviews the impact of technology, high-stakes testing, and testing accommodations. Concludes that since the use of tests and assessment in educational institutions will continue to expand, enhanced training in the use of tests and…

Scores on the Massachusetts Comprehensive Assessment System (MCAS) tests are used to select exemplary schools in Massachusetts, and the schools thus identified can receive awards from three different programs. This study examined the evidence about the use of MCAS scores to assess school quality. These three programs use MCAS to identify exemplary…

This paper outlines concerns relating to the inclusion of students with disabilities in state and district educational assessments and the provision of non-standard accommodations (NSAs). The major concerns are that: (1) the term "non-standard accommodation" is an oxymoron and muddies the issue; (2) NSAs change the plain meaning of words…

The stakes for California's schools and students have never been higher. More than 1,600 California schools are now on a statewide "watch list" for failing to meet new federal standards, a number that is expected to triple in less than 5 years. Many of these schools face federal sanctions or even takeover by the state. This year's high school…

What is the news on Florida's student performance since the passage of the A+ legislation? This brief presents a review of long-term data on five state and national indicators. It verifies outcomes and trends and examines the main premise of the A+ mandate that, given appropriate schooling, students will have equitable outcomes and access to…

This report takes an in-depth look at Chicago Public Schools (CPS) teachers' responses to the high-stakes-testing initiatives and the impact on students' school experiences. It examines teachers and principals' assessments of the policy, tracks changes in instructional practice over time, and examines trends in critical student indices. The report…

No Child Left Behind as well as many state policies maintain that the threat of sanctions are a method that will insure quality teaching and improved student achievement. Proponents of these policies often point to states such as Florida and Texas and their improved achievement scores under such policies. For the most part, these claims are not…

An ideal process is outlined for test item development and the study of item responses to ensure that tests are sound. Qualitative and quantitative methods are used to assess the item-level validity evidence for high-stakes examinations. A checklist for assessment is provided. (SLD)

Presents a litany of flaws in the No Child Left Behind Act that adversely affect low-income and minority students. Urges a new federal law that truly promotes high-quality schooling supported by fair assessments and accountability. (Contains 24 references.) (MLF)

Analyzed the impact of high-stakes testing in Chicago, Illinois, on student achievement in grades targeted for promotional decisions using data from the school system for grades 3, 6, and 8. Findings show that student achievement increased substantially following the introduction of high stakes tests in Chicago, especially at grades 6 and 8. (SLD)

Addresses issues in evaluating the consequences of assessment programs that are developed to hold schools accountable to state standards. Proposes a validation study to obtain consequential evidence for state assessment and accountability programs that includes a validity argument, propositions that follow from the validity argument, a definition…

Tells what happened when the authors invited six eighth graders to participate in a bilingual Reading Detective Club with the goal of helping them revalue themselves and what they can do as readers. Argues that when students believe their thinking and ideas are valued beyond getting a correct answer, their self-efficacy and engagement with reading…

Examines an educational statute in Texas that requires all third graders to pass a reading test before promoting to fourth grade. Discusses negative implications for literacy instruction. Examines the notion of measurement-driven instruction and skills-based classrooms. Finds the improvement of students' reading performance in Texas via…

Attitudes toward high-stakes testing and score enhancement strategies of 4 cohorts of preservice teachers (total n=268) were determined. Findings suggest that preservice teachers can make acceptable judgments about appropriateness for the extremes of score enhancement strategies but are less able to do so in the intermediate range of the continuum…