Building on What We Have Learned [microform] : A National Dialogue on Standards-Based Education / Susan Biemesderfer
- Bib ID:
- 5684456
- Format:
- Book and Microform
- Author:
- Biemesderfer, Susan
- Online Version:
- https://eric.ed.gov/?id=ED456542
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001
- 28 p.
- Summary:
-
Three nonprofit organizations support a dialogue on standards-based educational reform. North Central Regional Education Laboratory, Mid-Continent Research for Education and Learning, and the Berkana Institute offer Web sites and a toll-free number to those who want to comment on this type of reform. In surveys, a clear majority of parents feel that testing to identify students who need help and to publish school's scores for comparison are appropriate uses of standards tests. However, even more parents are against using the score on one test as the criterion for promotion to the next grade or for graduation. In high-stakes assessment, teacher's jobs and students' promotion are at risk. Teachers have to be apprised of the contents of the tests given in order to even attempt to teach to the test. Another major concern is equity. African American, Hispanic, and Native American students tend to perform at lower academic levels than whites and Asian/Pacific Islanders on most standardized measures of achievement. High-stakes testing policies may increase education inequity between whites and minorities or between affluent and impoverished students, perhaps increasing dropout rates. Possibly standards scores will prod schools to target resources where they are needed most. Potential topics to address, suggested questions, and recommendations from research literature are offered, along with a glossary and suggested reading. An appendix traces the history of this type of reform from 1983. (RJK)
- Notes:
-
- Availability: For full text: http://www.nationaldialogue.org.
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- Contract Number: ED-01-CO-0011.
- Contract Number: ED-01-CO-0006.
- ERIC Note: Version 1. The most recent version located online at the National Dialogue Web site.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2001
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Some early constraints on word combinations [microform]
- The effect of daily separations on infant's attachment to the mother [microform]
- The effects of question-type on reading comprehension [microform]
- Elementary school staff support system effects on program implementation and job satisfaction [microform]
- An experimental treatment program on the amelioration of shyness in children [microform]