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Essay / Research Paper Abstract
3 pages in length. Pigeon-holing students by virtue of the one-size-fits-all approach of standardized testing has become more of a detriment to encouraging academic growth than the beneficial outcome school administrators originally anticipated. John Gehring's "Mass. Teachers Blast State Tests in New TV Ads" and Anne C. Lewis's "Special Needs" illustrate the extent to which the entire concept of sink-or-swim scholastic evaluation is not only wholly inequitable to several different populations but also an extremely inaccurate barometer of progress with regard to such vast generalizations. No additional sources cited.
Page Count:
3 pages (~225 words per page)
File: LM1_TLCStandTest.rtf
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Unformatted sample text from the term paper:
State Tests in New TV Ads" and Anne C. Lewiss "Special Needs" illustrate the extent to which the entire concept of sink-or-swim scholastic evaluation is not only wholly inequitable to
several different populations but also an extremely inaccurate barometer of progress with regard to such vast generalizations. "Most teachers have deep reservations about the exams and believe that denying
students a diploma and a lifetime of opportunity based on a single flawed and unfair test is not the way to go" (Gehring, 2000, pp. 1, 22). Massachusetts is
one of many states rallying against a form of broad-brushed academic testing that places all students in a single category of evaluation. Its educational system has long struggled with
the challenge of scholastically reaching each and every student; however, the decision to employ the Massachusetts Comprehensive Assessment System (MCAS) as a means by which to academically evaluate the student
population has come under a great deal of criticism for its wide-ranging application. Gehring (2000) notes that at the core of whether or not MCAS testing is equitable for
all students is how it has proven significantly prejudice in its approach, with at-risk, minority and otherwise academically disabled students experiencing the severest consequences. In some levels, students cannot
advance to the next grade level without passing the exam. From the outset, this particular student population faces considerably more challenges than their counterparts, in that they have to
struggle just to achieve a modicum of understanding. Gehring (2000) points out that in its goal to evaluating all student populations without exception,
MCAS testing does not take into account the sometimes severely limited academic capacity of those students whose English speaking skills leave much to be desired. As a direct result,
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