This historical critique of high-stakes testing in reading focuses on selected events from three historical movements: 1) the history of standardized testing, 2) the history of standardized reading tests, and 3) the history of high-stakes testing. These three interrelated histories have produced the high-stakes, standardized reading tests used in…

The "Washington English Language Proficiency Assessment" (WELPA) is a No Child Left Behind (NCLB)-compliant instrument that is used in Grades K-12 as a formal and standardized method of measuring language proficiency. The test results provide important information for classifying English Language Learners (ELLs) and subsequently for…

In recent years, U.S. schools have seen a growth in the number of special education paraprofessionals employed to serve special education students as well as a growth in the roles these individuals are expected to play in schools. In addition, with passage of the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities…

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…

Increasingly frequent journalistic accounts report that schools are responding to No Child Left Behind (NCLB) by engaging in what has come to be known as "educational triage." Although these accounts rely almost entirely on anecdotal evidence, the prospect is of real concern. The NCLB accountability system divides schools into those in…

The current status of minimal competency tests for special education students is discussed with particular emphasis on the legal implications. (SBH)

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

Minimum competency testing programs may discriminate against handicapped students. Action must be taken, this article warns, to assure that such programs do not emerge as an exclusionary practice that will require years to overcome. (Author)

Among the many questions raised by minimum competency testing is the question of responsibility for the initiation and financing of these tests and any necessary remediation. The federal role is, and should remain, merely one of providing financial assistance to states who insist on pursuing their own efforts in this area. (Author/RLV)

In this article, the author presents the story of Hope--an education student who, despite many successes, was consistently unable to pass the reading portion of a screening test (Praxis I) that is a prerequisite to student teaching in her home state of Georgia. Hope's only trouble was the fact that she was a slow reader due to attention deficit…

State and federal policy issues regarding graduation requirements for handicapped students are explored. After a historical review of such issues as school attendance laws and the competency based testing movement, the effect of state and federal legislation is discussed. State action regarding minimum competency testing is charted and four policy…

The issue of minimal competency testing for high school graduation and grade to grade promotion as a method of emphasizing the teaching of basic skills and guaranteeing that the high school diploma will "mean something" has received widespread legislative attention in recent years. In this report, data pertaining to the enforcement of minimal…

States that fail to increase assistance to students unable to pass competency exams may be doing so at their legal peril as both the Equal Protection Clause and Title VII seem to require such assistance. Available from Human Rights, 1155 E. 60th St., Chicago, IL 60637. (Author/IRT)

This monograph briefly describes state legislation and administrative rules concerning competency-based education. Defeated legislation is also included. In 1978-79 California, Nevada, and New York are requiring graduating seniors to pass a proficiency exam before receiving a diploma. In Nevada and New York similar exams are administered to…

The implementation of any competency testing program must take into consideration the due process clause and the Equal Protection clause of the Fourteenth Amendment. Examples of the violation of the due process clause would be to implement a testing program without adequate notice or to cover material not taught. Instructional validity must be…