Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children (Grades 1-2), including 20 children with reading disabilities. All measures were found to correlate significantly with each other; however, correlations were generally in the moderate…

Fournier, coordinator of the School Achievement Indicators Program (SAIP), claims that score differences are associated with linguistic and gender differences. These results have long been substantiated. The expectation-setting process has little reliability or validity. SAIP does not help teachers, and should not determine what students learn.…

Reviews notable education books: "The Rise and Fall of the American Teenager" (Thomas Hine); "The Big Test" (Nicholas Lemann); "The Educated Child" (William Bennett); "Lost Boys" (James Garbarino); "The Schools Our Children Deserve" (Alfie Kohn); "Ready or Not" (Kay Hymowitz); "High…

A study of 358 students at a western middle school examined academic, general, home, and social variables. Regarding self-esteem, girls viewed themselves more positively than boys in social experiences. Low achievers were not as satisfied with school facilities as high- and middle-achievers. (MLH)

Test accommodations are changes in standardized test conditions to equalize opportunities between students with or without disabilities by achieving valid scores. The Individuals with Disabilities Act 1997 amendments require states and districts to include disabled students in accountability programs. Assumptions, practical implications,…

Discusses a French immersion program in Louisiana, highlighting indications that students in the program are scoring higher on the state's mandated standardized tests than students in the district not participating in the program. Attempting to overcome deficits in language immersion research using testing and demographic data from a large sample…

Discusses disadvantages of standardized testing, particularly those associated with testing young children, and the problems they create for classroom teachers. Offers suggestions for coping with standardized testing in the curriculum and encourages educators to organize and take action in an effort to change educational policy. Outlines 14 ways…

Traces the history of reform in writing instruction and places it in the context of current educational reform initiatives. Examines the dilemmas teachers and teacher educators face as they balance their concern for maintaining and fostering what is known about the teaching and learning of writing with the growing focus on achievement on…

Presents a fictionalized dialogue loosely based on a meeting attended after writing tests had been piloted. Notes that some details have been added and enhanced to demonstrate the impact that state writing assessments with high stakes can have on classroom content. (SG)

As the effects of the No Child Left Behind (NCLB) Act and its ensuing mandates for compliance are felt in classrooms across the United States, the issues of high-stakes testing and rigorous benchmark paradigms are becoming a daily challenge for teachers. NCLB mandates rigorous testing for every child in grades 3-8 in reading and math. Children…

In this article, the author offers a new vision of assessment that has the potential of bringing about remarkable gains in student achievement. The time has come to take advantage of the new understanding of the potential of assessment and to fundamentally rethink the relationship between assessment practices and effective schools in the United…

The current emphasis on high-stakes testing is leaving an unmistakable imprint on all aspects of education. Our curriculum, our instructional methods and materials and even our understanding of the purpose of public education are being reshaped by the standardized tests. Another area where the impact of high-stakes testing can be felt is in the…

Advocates of social foundations view education as a means for social change. They seek to study and understand the larger social role of the educational system and the complex relationships between teacher, children, school, and society. However, in reality, teachers often fail to be social change agents. The constant bombardment of standardized…

The practice that has come to be known as "tracking" began as a response to the influx of immigrant children into America's schools during the early 20th century. To educate this newly diverse student population, school officials thought it necessary to sort children into different "tracks" based on their ability or past performance. With the new…

This article discusses the efforts made by the states by adding reading and math exams in previously untested grades as well as setting new performance standards. A survey conducted by the Editorial Projects in Education Research Center found that at least 11 states set new achievement levels in reading/language arts. About nine states did so in…