|Title:||High Stakes Testing and Graduation Success: An Analysis of 28 Years: Concepts, Quantitative Analysis, and Discussion of Results|
|Format:||txt lrf rtf mobi|
|ePUB size:||1902 kb|
|FB2 size:||1366 kb|
|DJVU size:||1380 kb|
|Publisher:||VDM Verlag (May 26, 2008)|
Stanley, Laurel Alva, "Florida High Stakes Testing and Graduation Success" (2007). UNF Graduate Theses and Dissertations. Florida Graduation Rates Demographics, High Stakes Testing, and Graduation Success. Overall, graduation rates declined through an erratic 28 years for a net loss of . 1 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003.
High Stakes Testing and Graduation Success: An Analysis of 28 Years: Concepts, Quantitative Analysis, and Discussion of Results. ISBN 10: 9783639015218.
In addition, analysis of test results for individual. students may indicate areas of strengths and weakness that may be. addressed with classroom instruction. Florida high-stakes testing and graduation success.
Years in which high stakes. were attached to tests in grades. High-stakes tests are in use in 88 percent of the southern and 80 percent of the southwestern states compared with 42 percent of the mid-western, 44 percent of the northeastern, and 31 percent of the western states. High school graduation exams are in use in 69 percent of the southern and 60 percent of the southwestern states; they are found in 25 percent of the mid-western, 22 percent of the northeastern, and 15 percent of the western states. Conducting an investigation of the unintended consequences of high-stakes testing–both with quantitative data and through newspaper and teacher reports–is crucial to determining the efficacy of these testing policies as they proliferate throughout the nation.
Because testing proponents argue that high-stakes tests promote more learning or better employment, the NRC Board argues that we should hold off certifying the use of any particular high-stakes test until it can be proven that over time, the test does increase learning (say, in college) and improve employment outcomes. It would take years, of course, to conduct such an experiment, even if the experiment were feasible. There are 10 citations (out of 400) from psychology journals, but they pertain only to a discussion of assessment standards and theoretical concepts of validity. The report avoids, in its entirety, the huge mass of accumulated empirical evidence on high-stakes selection from psychology journals. Then, again, the support might not decline. Almost all adults have been through at least 10 years of education. During that time each of them took many tests.
The stakes can be very high. A high school diploma is a threshold requirement for acceptance into college, the military, and many high-paying careers. Students who leave high school without a diploma begin their adult lives at an enormous disadvantage in terms of career options, potential for achievement and, not least of all, self esteem.
High-stakes Testing and Special Populations High-stakes Testing and Special Populations. Sorting and Reforming: High-Stakes Testing in the Public Schools Sorting and Reforming: High-Stakes Testing in the Public Schools. High Stakes Testing Law and Litigation High Stakes Testing Law and Litigation. The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities.
Education Policy Analysis Archives. Volume 10 Number 18. March 28, 2002. Related articles: Vol. 11 No. 24 Vol. 25. Abstract A brief history of high-stakes testing is followed by an analysis of. eighteen states with severe consequences attached to their testing programs. These 18 states were examined to see if their high-stakes testing programs were affecting student learning, the intended outcome of high-stakes testing policies promoted throughout the nation.