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Essay / Research Paper Abstract
A 10 page research paper that examines the ramifications of high-stakes testing on the American educational system. The standards movement has taken hold and has become the dominant paradigm in the American educational landscape. Furthermore, through such various state-mandated legislated standards, as well as the federal No Child Left Behind Act of 2001 (NCLB), high-stakes testing has become not only the dominant philosophy, but a legalistic requirement. Nevertheless, various experts in the field of education argue that the foundational philosophy behind high-stake testing is fundamentally flawed, and should be changed in order for the educational goals of the NCLB to be achieved. This examination of the issues involved in this debate look at the ramifications of high stakes testing both from the viewpoint of education theory and also from a legalistic standpoint. Bibliography lists 6 sources.
Page Count:
10 pages (~225 words per page)
File: D0_khhistt.rtf
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Unformatted sample text from the term paper:
federal No Child Left Behind Act of 2001 (NCLB), high-stakes testing has become not only the dominant philosophy, but a legalistic requirement. Nevertheless, various experts in the field of education
argue that the foundational philosophy behind high-stake testing is fundamentally flawed, and should be changed in order for the educational goals of the NCLB to be achieved. The following
examination of the issues involved in this debate look at the ramifications of high stakes testing both from the viewpoint of education theory and also from a legalistic standpoint.
Legal issues State legislation designed to ensure minimal competency is designed to assure that: 1. students have mastered certain skills; 2. students with deficiencies have been identified and
3. students are provided with the appropriate types of classroom instruction (Alexander and Alexander 361). This legislation is based on the assumption that these tests represent an appropriate
and fair method of measuring the attainment of required skills. However, many educators disagree with this assessment and their testimony could be brought to bear in litigation that contests the
ramifications of high-stakes testing for specific students, such as failure to receive a high school diploma. In some states, such testing has been used as a prerequisite for obtaining
a high school diploma, as well as promotion from grade to grade (Alexander and Alexander 361). However, the US Supreme Court has been quite clear in that the Court views
a high school diploma as being of such vital personal importance that its denial may be viewed as equivalent to a denial of "liberty or property" under the Fourteenth Amendment
(Alexander and Alexander 362). Students who have poor academic records may be encouraged by school officials and teachers under pressure to raise test scores to leave school (Albrecht and Joles
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