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Peer reviewedAllington, Richard L.; McGill-Franzen, Anne – ERS Spectrum, 1992
Although the New York State reading assessment was aimed at identifying children with extra educational needs, one study shows that the current high-stakes nature of the tests has distorted that intent. Rather than rewarding instructional quality, state accountability profiles often reward questionable instructional practices such as retention in…
Descriptors: Accountability, Elementary Education, Grade Repetition, High Stakes Tests
