The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall…

Even as the Internet and i-devices have changed so many parts of people's lives, educational testing has not changed substantially in decades. Though researchers and educators have for years raised ample concerns about existing tests, assessments have barely evolved. Further, despite years of expanded testing and greater school accountability,…

In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…

Criticizes calls for national competency testing for Canadian students. Argues that thinking skills are too complex, and standardized tests too simplistic, for such tests to be valuable. Points out that testing alone does not improve education. Examines why standardized tests are appealing. Concludes that the tests are useful if their limits are…

Analyzes data from the National Assessment of Economic Education Survey using data envelopment analysis. Determines whether high school economics classes in the Developmental Economic Education Program (DEEP) produce higher achievement levels than non-DEEP classes. Calculates technical efficiency of DEEP and non-DEEP classes. Reports results…

Several leaders in education have concluded that the United States should have some form of national achievement testing. Such tests are proposed as part of the "America 2000" education strategy. Believing that the experience of other countries will be useful to educators, policymakers, and concerned citizens, the National Endowment for…

Describes the steps that a school district should follow in the first stages of implementing a minimum competency testing program: preparatory activities, defining the project, identifying existing tests, evaluating tests, developing a local test, and sharing knowledge. (Author)

Teacher competency testing for the purpose of screening persons prior to state certification continues to be on the upswing in the United States. Many states have implemented paper-pencil tests, most of which were prepared by Educational Testing Service and National Evaluation Systems. Problem areas to consider when certification tests are used to…

Reports that the developmental process for national standards for K-12 instruction in the arts is nearing completion. Discusses issues and criticisms relevant to the national standards movement and to music education. (CFR)

Discusses plans for a national testing program and its possible effects on social studies. Expresses concern that the proposed plans avoid the issues of how and by whom curricular content is to be developed and how diversity will be accommodated. Includes discussion of the purposes, fairness, and problems inherent in the American Achievement…

Asserts that the current national standards movement is a broadly based discussion and debate about what art educators hope to and should accomplish through their work. Reviews the origins and process of developing national art education standards. (CFR)

Discusses possible impact of a new system of examination of high school physics students in England and Wales. Outlines the schemes of assessment that have been accepted by the Secondary Education Council as meeting the new National Criteria, and suggests how teachers might begin to produce their own assessment programs. (TW)

Discusses the science component of the Oxford Certificate of Educational Achievement (OCEA). Proposes that this measure be used for assessing the process skills of physics students as part of the new General Certificate of Secondary Education, which mandates that 20% of student's performance be measured in practical and experimental work. (TW)