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High-stakes and non-stakes testing states and the transfer of knowledge to students' Advanced Placement Test, Advanced Placement U.S. History Test, and SAT exam scores.

机译：高分和非高分考试状态，以及将知识转移到学生的高级分班考试，高级分班美国历史考试和SAT考试成绩中。

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摘要

The Federal education policy No Child Left Behind Act (NCLB) has initiated high-stakes testing among U.S. public schools. The premise of the NCLB initiative is that all students reach proficiency in reading and math by 2014. Under NCLB, individual state education departments were required to implement annual assessments in grades two through eight within the math and English disciplines. These annual tests are considered high-stakes testing because low test scores within certain sub-groups, result in possible sanctions for school districts, such as reduced federal funds.;Growing evidence, however, shows NCLB has not met its objective to improve academic achievement, especially among low wealth school districts. President Obama has shifted the focus of NCLB away from sanction and penalties on failing school district scores to rewarding and promoting high achieving school districts. Also, teacher quality has been brought to the forefront.;The purpose of this study was to determine whether high-stakes testing has an impact on improving academic achievement on the following national exams: Advanced Placement, Advanced Placement U.S. History, and SAT reading/verbal and math. The study measured all Advanced Placement tests, the Advanced Placement U.S. History exam, and standardize reading/verbal and math exams in 42 states. By comparing states with high-stakes to non-stakes exams, the study examines whether national high-stakes exams are improving student achievement compared to states that have not enacted high-stakes graduating testing requirements.;Furthermore this study examined the impact of teacher waivers to student performance on national exams. The No Child Left Behind Act required states to staff all core academic classes with "highly qualified" teachers. This study examined how states complied with the teacher requirement, and whether teacher waiver impacts student scores on national exams. This study also examined high school graduation rates, and the relationship between graduation rates and teacher waivers.
机译：联邦教育政策《不让任何孩子落后法案》（NCLB）在美国公立学校中发起了高风险测试。 NCLB计划的前提是到2014年，所有学生都将达到阅读和数学水平。在NCLB之下，各个州教育部门都必须在数学和英语学科中进行2至8年级的年度评估。这些年度考试被认为是高水平考试，因为某些分组中的低考试分数会导致对学区的可能制裁，例如联邦资金减少;然而，越来越多的证据表明NCLB尚未达到其提高学业成绩的目标。 ，尤其是在低收入学区中。奥巴马总统已将NCLB的重点从对学区成绩不及格的制裁和惩罚转移到奖励和促进成绩优异的学区。此外，教师的素质也被提到了最前沿。本研究的目的是确定高风险测试是否对提高以下国家考试的学业成绩有影响：高级分班，美国历史高级分班和SAT阅读/语言和数学。该研究测量了所有进阶考试，进阶美国历史考试，并对42个州的阅读/语言和数学考试进行了标准化。通过将高风险考试州与非高考考试的州进行比较，该研究检查了与未制定高考试成绩考试要求的州相比，全国高考考试是否在提高学生的学习成绩；此外，本研究还研究了教师豁免的影响。参加国家考试的学生表现。 《禁止落后的孩子法案》要求各州将所有核心学术课程配备“高素质”教师。这项研究检查了州如何符合教师的要求，以及教师的豁免是否会影响国家考试的学生成绩。这项研究还检查了高中毕业率，以及毕业率与教师豁免之间的关系。

著录项

  • 作者

    Lessler, Karen Jean.;

  • 作者单位

    Dowling College.;

  • 授予单位 Dowling College.;
  • 学科 Education Tests and Measurements.;Sociology Public and Social Welfare.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 114 p.
  • 总页数 114
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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