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首页> 外文学位 >A predictive legal analysis on the status of high-stakes testing in the United States: From Debra P. v. Turlington to the present.
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A predictive legal analysis on the status of high-stakes testing in the United States: From Debra P. v. Turlington to the present.

机译：关于美国高风险测试状况的预测性法律分析：从Debra P. v。Turlington到现在。

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摘要

The focus on meeting student needs and measuring student achievement has been in existence since the inception of the modern public school system in the United States. Today, high-stakes testing is one vehicle states are using to continue to achieve this increased accountability measure to ensure that students are meeting educational benchmarks. By definition, high-stakes tests, like other standardized assessments, measure student achievement. However, unlike typical standardized tests, student scores on these exams are used primarily to determine whether or not students will graduate and/or be advanced to the next grade level. It is this distinction---using the results of these exit exams as one of the determinants for graduation from high school--that makes them "high-stakes" for the students involved. School officials will be faced with important decisions about high school students when they embark upon decisions whether to implement high-stakes testing within their municipality or domain. These decisions may ultimately impact graduation rates and the future that awaits youngsters well beyond their high school years. The ramifications for children who do not graduate is so important and profound that states, local school boards, and district administrators should pay heed to the dangers and pitfalls that await those who fail to earn a diploma because of a failure to pass a high-stakes exam. In order to provide states, school districts, and school officials with guidance and direction as it relates to the creation and implementation of high-stakes testing, legal research methodology was employed for this study. In the final analysis, four distinct legal categories emerged through the review of literature process. These four legal categories form the basis for the findings and conclusions of this study.
机译：自美国现代公立学校系统诞生以来，就一直致力于满足学生的需求和衡量学生的成绩。如今，高风险测试已成为各州用来继续实现这一增加的问责制措施以确保学生达到教育基准的一种手段。根据定义，高风险测试与其他标准化评估一样，可以衡量学生的成绩。但是，与典型的标准化考试不同，这些考试中的学生分数主要用于确定学生是否会毕业和/或升入下一个等级。正是这种区别-将这些出场考试的结果作为高中毕业的决定因素之一-使它们成为所涉学生的“高风险”。当学校官员决定是否在其所在市或地区内进行高风险测试时，学校官员将面临有关高中生的重要决定。这些决定可能最终影响毕业率和未来，远远超出了高中生的年龄范围。对于那些没有毕业的孩子的后果是如此重要和深刻，以至于各州，地方学校董事会和学区管理人员应该注意那些因未能通过高风险而无法获得文凭的人所面临的危险和陷阱。考试。为了向州，学区和学校官员提供与高风险测试的创建和实施相关的指导和指导，本研究采用了法律研究方法。归根结底，通过回顾文献过程，出现了四个不同的法律类别。这四个法律类别构成了本研究结果和结论的基础。

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  • 作者

    Schaffer, Marc Alan.;

  • 作者单位

    Northern Illinois University.;

  • 授予单位 Northern Illinois University.;
  • 学科 Law.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 法律;中等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:24

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