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Direct linkHeilig, Julian Vasquez – Teachers College Record, 2011
Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…
Descriptors: Educational Policy, Minimum Competency Testing, High Stakes Tests, Grade Repetition
Peer reviewedCapps, Emerson; And Others – Teacher Education & Practice, 1987
Surveys of Texas classroom teachers' attitudes were made in 1984, 1985, and 1986. Teachers' perceptions of competency testing, career ladders, teacher morale, teacher persistence, public support, and student achievement were requested. Results are presented. (MT)
Descriptors: Academic Achievement, Career Ladders, Educational Change, Minimum Competency Testing
Peer reviewedArcher, Edith L.; Dresden, Judith H. – Education and Urban Society, 1987
Describes statewide results on minimum competency testing (MCT) programs newly implemented in Texas, and discusses initial efforts to predict the impact of a specific statewide MCT program on retention and graduation in Houston. Suggests that the new MCT requirements, by discouraging high risk students who previously might have stayed in school,…
Descriptors: Academic Achievement, Academic Standards, Graduation Requirements, High Risk Students
Peer reviewedHeger, Herbert K.; Engelhardt, Jon M. – Teacher Education and Practice, 1991
Describes the development of the University of Texas at El Paso (UTEP) tests which predict student success in mathematics on the Texas Academic Skills Program (TASP) and readiness for college mathematics. Institutions wishing to expand ethnic diversity in teacher education must help minority students prepare for tests like the TASP. (SM)
Descriptors: Academic Achievement, Access to Education, Basic Skills, College Bound Students
