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Essay / Research Paper Abstract
5 pages in length. The reason there are many different shoe sizes is the same reason why myopic academic policies consistently fail when they evaluate all student performance based upon a single format: there are many different "sizes" of educational learning that administrators refuse to accept. Standardized – also called high-stakes – testing continues to be one of the most challenged policies of the entire subject of school reform; not only does it pit at-risk children against higher privileged students, but it also seeks to determine quite imposingly the entire academic potential of a given student based upon the skew results of one test. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: LM1_TLCstndtst.rtf
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Unformatted sample text from the term paper:
"sizes" of educational learning that administrators refuse to accept. Standardized - also called high-stakes - testing continues to be one of the most challenged policies of the entire subject
of school reform; not only does it pit at-risk children against higher privileged students, but it also seeks to determine quite imposingly the entire academic potential of a given student
based upon the skew results of one test. High stakes tests may give us a slight measure of a childs intellect, but they also measure the childs culture and
language. Standardized test are biased...For the most part, standardized multiple choice tests are culturally biased in favor of the culture toward which the test is directed--the mainstream White culture
(Phillips 52). The theory behind standardized academic assessment certainly had merit when it was first implemented throughout the nations school system, however,
the extent to which it has turned into a platform - unintentional as it may be - for discrimination and inequity is both grand and far-reaching. That standardized assessments
inherently place all students in the same category of ability - no matter their individual limitations or disabilities - speaks to a testing system that divides the student population rather
than accurately and fairly evaluates it (Phillips 52). One of the most serious and explosive issues in education today is how to meet
the academic needs of at-risk, minority and learning-disabled students in the nations schools. If the current trends in educational achievement continue, untold numbers of students will not obtain the
education necessary for full participation in the economic and civic life of the country. Furthermore, the inequality that results from differences in educational achievement of children is likely to
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