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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 reviewedKreider, Paul E.; Walleri, R. Dan – Community College Review, 1988
Acknowledges the need for state-level educational accountability, but argues that strategies for assessing educational outcomes should be an institutional prerogative and an integral part of the teaching/learning process. Criticizes assessment programs imposed by state governments, proposing instead a student-centered approach to the measurement…
Descriptors: Accountability, Community Colleges, Educational Quality, Government School Relationship
Download full textSouthern Regional Education Board, Atlanta, GA. – 1982
The Southern Regional Education Board (SREB) Task Force on Higher Education and the Schools calls for states "to consider the feasibility of developing a regional assessment of teacher selection techniques" (SREB, 1981). This recommendation reflects concerns about the need for: (1) more states to develop new teacher certification tests,…
Descriptors: Accountability, Achievement Tests, Beginning Teachers, Comparative Analysis
Spicuzza, Richard; Erickson, Ronald; Thurlow, Martha; Ruhland, Aaron – 1996
The results of a survey of 14 Minnesota school districts on the participation of students with disabilities in the Basic Standards Exams are examined in this report. Findings indicate that all 14 districts had at least 50 percent of all eligible students with disabilities participate in the April 1996 testing cycle. Ten districts indicated they…
Descriptors: Academic Standards, Accountability, Achievement Tests, Disabilities
Spicuzza, Richard; Erickson, Ronald; Thurlow, Martha; Liu, Kristin; Ruhland, Aaron – 1996
This report discusses the results of two surveys that investigated the participation of students with limited English proficiency (LEP) in Minnesota's Basic Requirements Exams. In the first survey, 13 school districts answered questions about the participation of students with LEP in Minnesota's Basic Standards Tests. Ten of the districts reported…
Descriptors: Academic Standards, Accountability, Achievement Tests, Educational Assessment
Spicuzza, Richard; Erickson, Ronald; Thurlow, Martha; Hurley, Christine – 1996
This report describes the findings of two half-day focus group meetings that discussed experiences and concerns about the participation of students with disabilities in Minnesota's Basic Standards Exams. The focus groups included test coordinators, general classroom teachers, and special education teachers. The report discusses: (1) experiences…
Descriptors: Academic Standards, Accountability, Achievement Tests, Disabilities
Thurlow, Martha; Liu, Kristin; Erickson, Ronald; Spicuzza, Richard; El Sawaf, Hamdy – 1996
In order to investigate the types of testing accommodations allowed for students with Limited English Proficiency (LEP) on exams used to determine whether a student earns a diploma, a study examined 18 states' written accommodations guidelines and testing policies. Each of the 18 states studied used a different test for its graduation…
Descriptors: Academic Standards, Accountability, Achievement Tests, Educational Assessment
Liu, Kristin; Thurlow, Martha; Erickson, Ronald; Spicuzza, Richard; Heinze, Kathryn – 1997
In order to encourage school districts to include students with Limited English Proficiency (LEP) in educational assessments, this report discusses issues involved in assessing students with LEP. Topics include: (1) the role of testing in education and the different types of tests mandated by educational reform legislation; (2) characteristics of…
Descriptors: Academic Standards, Accountability, Achievement Tests, Educational Assessment
Bishop, John – Yearbook of the National Society for the Study of Education, 2005
Most other nations have a very different approach to measuring academic achievement at the end of high school and signaling that information to universities and other interested parties. In Australia, Denmark, England, Scotland, Finland, France, Ireland, the Netherlands, and many Canadian and German provinces, for example, high school exit…
Descriptors: Minimum Competency Testing, Mathematics Achievement, Academic Achievement, Attendance
Liu, Kristin; Spicuzza, Richard; Erickson, Ron – 1996
This report describes findings of two half-day focus group meetings that discussed experiences and concerns about the participation of students with Limited English Proficiency (LEP) in Minnesota's Basic Standards Exams. The focus groups included test coordinators, general classroom teachers, and English as a Second Language teachers. The report…
Descriptors: Academic Standards, Accountability, Achievement Tests, Educational Assessment
Dawson, Karen S.; Dawson, Richard E. – 1985
This monograph reports on an exploratory investigation of the impact of minimum competency testing on local schools. The implementation and impacts of test requirements in three Missouri and four Ohio local school districts are studied through interviews with teachers and administrators and through the analysis of written materials on the test and…
Descriptors: Accountability, Basic Skills, Curriculum Evaluation, Educational Legislation
Quest, Carol; Liu, Kristin; Thurlow, Martha – 1997
This report describes the findings of 10 focus group meetings that discussed issues related to the performance of students with Limited English Proficiency (LEP) on Minnesota's Basic Standards Exams. Ten groups were formed, with one group of parents and one of students representing each of the following language communities: Cambodian, Hmong, Lao,…
Descriptors: Academic Standards, Accountability, Achievement Tests, Educational Assessment
EFF Voice, 2001
This newsletter reports on the activities of Equipped for the Future (EFF), which is a National Institute for Literacy (NIFL) initiative that develops content standards to ensure that every adult can gain the knowledge and skills needed to fulfill real-world responsibilities as workers, parents, and citizens. A message from the NIFL…
Descriptors: Academic Standards, Accountability, Adult Basic Education, Adult Development
