Alliance for Excellent Education (2004). Reading for the 21st Century: Adolescent Literacy Teaching and Learning Strategies. Issue Brief. Literacy is often broadly defined as the ability to read, write, speak, listen, and think critically. Young people need to develop strong literacy skills to communicate effectively, gain respect from peers and authority, participate in their communities in a meaningful way, and fully contribute to society. Building literacy, therefore, goes far beyond improving a child's ability to read and write. It speaks to the larger societal issues of access and equity. In an era defined by standards, accountability, and high-stakes testing, it has become even more important for students to develop deep and critical knowledge of subject matter content. Using teaching and learning strategies with content-specific texts, teachers enable students to gain more facility with literacy strategies as well as understand the subject matter better. This article highlights the five important factors that impact the literacy development of adolescents–motivation, skills related to the alphabetic principle, fluency, vocabulary, and reading comprehension–and offers strategies that work with each factor.   [More]  Descriptors: Reading Comprehension, Learning Strategies, Reading Ability, Literacy

Haury, David L. (2001). The State of State Proficiency Testing in Science. ERIC Digest. Schools across the United States are striving to improve student performance in science by adjusting curricula and teaching practices to meet national and state standards. This ERIC Digest describes the current status of proficiency testing in science, including the topics of high stakes testing and its outcomes. It also discusses the future of science as it is affected by the high level of testing. As states quickly begin to align their science testing with the current standards, they must remember to have their teachers "teach to the standards."   [More]  Descriptors: Achievement Tests, Elementary Secondary Education, National Standards, Science Instruction

Bond, Lloyd (2004). Teaching to the Test. Carnegie Perspectives, Carnegie Foundation for the Advancement of Teaching. The writer comments on the issue of high-stakes testing and the pressures on teachers to "teach to the test." Although many view teaching to the test as an all or none issue, in practice it is actually a continuum. At one end, some teachers examine the achievement objectives as described in their curriculum and then design instructional activities around those objectives, without regard to a particular test. At the other end, students are simply drilled on the actual items that will appear on tests, a practice that destroys the ability to generalize to a larger domain of general knowledge. What Bond suggests is a merging of instruction and assessment, creating exercises as exemplars of a domain, so that honing one's ability to solve them represents generalizable learning and achievement. Tension between the instructional and assessment communities, as well the pejorative connotations that "teaching to the test" entails, the writer concludes, will continue so long as testing and assessment are seen as something quite apart from instruction and learning, rather than an integrated reflection of what was intentionally taught, and advocates for linkage of curriculum, instruction, assessment, and standards in a more generative and even transparent way.   [More]  Descriptors: Testing, Standardized Tests, High Stakes Tests, Academic Achievement

Fox, Dennis (2001). Radical Dilemmas in the Anti-High-Stakes-Testing Movement, Radical Teacher. Suggests that the most dangerous component of President Bush's education plan is the imposition of high-stakes standardized testing on public school students, describing the country's national anti-testing movement and highlighting the movement against the Massachusetts Comprehensive Assessment System, which is led by such groups as the Coalition for Authentic Reform in Education and New Democracy. Descriptors: Academic Achievement, Activism, Democracy, Elementary Secondary Education

Lynd, Christine (2000). The New Generation of Standardized Testing. High-stakes testing is one of the hottest topics in education today. Although most states use some form of testing, fewer than half administer tests linked to state education standards and goals, often called criterion referenced tests. Fewer still use statewide tests with high stakes for both the students enrolled in the public schools and the public schools themselves. But in states that have adopted high-stakes testing, the results show that many students fail to meet basic, minimum standards for their grade level. This report includes tables of test results from the 19 states that test students in at least 3 grades. Of these states, 10 hold students to their standards by creating rewards or consequences for student or school failure. Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Elementary Secondary Education

Dunham, Victoria K. (2011). The Impact of a Student Response System on Academic Performance, ProQuest LLC. Today, the importance of learning mathematics and reading by students in our schools has been underscored by the introduction of various high-stakes testing regimens in all states across the country. The requirements mandated by the No Child Left Behind Act (2002) necessitated a response to intervention that introduced many difficult challenges for school administrators. These requirements also are challenging the very organization of our nation's schools. These are especially important issues with regard to students who might be at risk of dropping out of school or falling behind their peers to the point where success becomes virtually impossible. They are the first generation immersed in technology since before they could walk; it is a fundamental part of their lives. These students crave the instant gratification that technology provides (Guthrie & Carlin, 2004). Fortunately, a number of tools such as electronic student response systems (SRS) have been developed in recent years that can help educators evaluate their students more efficiently in order to provide individualized instruction.   The purpose of the study was to determine whether, in a regular 7th grade math class, there was a significant difference in the academic performance of students who used electronic response systems and those who did not. To achieve this purpose, the teacher selected two classes to use the student response systems and two classes that did not and compared their academic performance as well as Criterion-Referenced Competency Test (CRCT) results. SRS provide students with the opportunity to actively participate in their learning environment. Student response systems are known variously as "clickers," audience response systems, and personal response systems. They were described by Skiba (2006) as being a new tool used by corporate America, Hollywood game shows, and many faculty that teach in large lecture halls. Simply put, these systems permit the instructor to use a computer with a projector to interact with students. The students use their clickers to make selections (Skiba, 2006). A growing body of research confirmed that the use of student response systems created an atmosphere of student interaction which enhanced critical thinking and the ability to utilize knowledge in the safety of the classroom environment. This form of technology helps the teacher direct or re-direct lessons depending on responses submitted by students (Caldwell, 2007).   The participants in this study consisted of 97 regular 7th grade students who were enrolled in four different mathematics classes in the Columbia County School System in Evans, Georgia. The study determined whether there was a significant statistical difference in the academic performance of students who used electronic response systems compared to those who did not in these 7th grade mathematics classrooms. For this purpose, the teacher selected two classes that used student response systems and two classes that did not and compared academic performance and Criterion-Referenced Competency Test (CRCT) results. Published CRCT results for the four 7 th grade classes for 2009 and 2010 were obtained and included in the data analysis. Four units were recorded for the four mathematics classes tested: (a) integers, (b) rational numbers, (c) linear equations, and (d) constructions. All four units have pre- and post- test scores.   Two research questions were addressed in this study: 1. Did students perform better on mathematics assessments such as end-of-unit tests to a significant degree when they used student response systems? 2. Did the scores of the mathematics portion of the Criterion-Referenced Competency Test (CRCT) increase significantly for those students who were assessed in their regular mathematics instruction using student response systems?   Data were amassed on 97 7th grade students as they were evaluated on teacher-made assessments, 4 units, and the mathematics portion of their Criterion-Referenced Competency Test (CRCT). A two-factorial repeated measures analysis of variance procedure was used to determine the difference of performance on the teacher and unit assessments. There was a significant difference in the pre- and post-unit test scores of students who used the student response systems when compared to those who did not. A one-factor analysis of variance procedure was used to determine if there was a significant difference in the CRCT scores of students who used the student response systems and those who did not. In addition, a simple t-test was used to analyze the difference of the CRCT scores of students who used the SRS and those who did not. There was a significant difference in the scores.   The findings have implications for further research, particularly in the area of unit tests and the Criterion-Referenced Competency Test. It would be of interest to evaluate the benefits of the student response systems considering gender, ethnicity, and socio-economic status.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Academic Achievement, Factor Analysis, High Stakes Tests, Competence

Denig, Stephen J.; Quinn, Terrence (2001). Ethical Dilemmas for School Administrators, High School Journal. Schools are ethical organizations. The daily schedule of educational administrators is filled with ethical dilemmas and moral decisions. As reflective practitioners, school leaders know that the decisions that are made and the values that underlie those decisions are filled with moral implications for the entire school community. In this paper, two complementary approaches to moral decision making are considered–the justice approach and the care approach. The authors compare these approaches as they seek solutions to several moral dilemmas in school administration: unfounded sexual harassment, untrue letters of recommendation, and compromised administration of high-stakes testing.   [More]  Descriptors: Sexual Harassment, School Administration, High Stakes Tests, Moral Issues

Montecel, Maria Robledo (2004). From "Dropping Out" to "Holding On" – Seven Lessons from Texas, Intercultural Development Research Association. Seven lessons or reasons associated with high school dropout rates are described, based on ongoing studies performed by the Intercultural Development Research Association (IDRA).  Under counting, high stakes testing, and accountability issues are explored.  It is suggested that for student to remain in school (1) All students must be valued; (2) there must be at least one educator in a student?s life who is totally committed to the success of that student; (3) families must be valued as partners with the school, all committed to ensuring that equity and excellence is present in a student?s life; (4) schools must change and innovate to match the characteristics of their students and embrace the strengths and contributions that students and their families bring; (5) school staff, especially teachers, must be equipped with the tools needed to ensure their students' success, including the use of technology, different learning styles and mentoring programs. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]   [More]   [More]  Descriptors: Dropouts, Costs, Educational Legislation, Accountability

Murray, Rosemary; Shea, Mary; Shea, Brian (2004). Avoiding the One-Size-Fits-All Curriculum: Textsets, Inquiry, and Differentiating Instruction, Childhood Education. In this era of high-stakes testing, many teachers feel forced to aim instruction toward what will be assessed and ignore what students really want to learn. Publishers create materials guaranteed to boost students' test scores, but they neither broaden students' understanding nor increase their interest in learning. When the textbook becomes the only source that teachers use, they recognize that this "one-size-fits-all" curriculum does not really meet students' needs. In their hearts, teachers realize that they are not teaching the way they should, but feel unsure about what they can do about it. In an inquiry-based approach to learning, questions of wonderment become the driving force in designing the what and how of instruction. As members of a classroom community, the teacher and the students collaboratively compile these questions. Together, their collective knowledge (schema) is identified. Then they clarify what individuals, teams, and the whole group "wonder" about. Next, they discuss how to gather information. Finally, the teachers and students negotiate the processes for demonstrating learning (assessment). These "wonderings and wanderings" (Harste, Short, & Burke, 1988) can be webbed or schematically organized into theme explorations. Descriptors: Teaching Methods, Creative Teaching, Creativity, Textbooks

Guzzetti, Barbara J., Ed. (2007). Literacy for the New Millennium. Volume 2: Childhood Literacy. Praeger Perspectives, Praeger. Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on literacy. Together, they offer a comprehensive outline of the study and practice of literacy in the United States. Volume two, "Childhood Literacy," includes information on popular approaches to reading instruction, children's literature, spelling, computer and instructional technology, book clubs, and after-school programs. After a set preface and a preface to the volume, this book is divided into three parts. Part I, Recent Issues in Childhood Literacy, contains the following chapters: (1) Effective Teaching and Teacher Preparation in Reading: Lessons that Matter (James V. Hoffman and Misty Sailors); (2) The National Assessment of Educational Progress in Reading (Terry Salinger and Barbara Kapinus); and (3) High-Stakes Testing of Reading and Writing at the Elementary Level (Randy Bomer). Part II, Assessment and Instruction in Childhood Literacy, continues with: (4) Methods for Reading Instruction in Grades 3-6 (James F. Baumann and T. Lee Williams); (5) Informal and Formal Assessment in Literacy (Jerry L. Johns and Janet L. Pariza); (6) Writing Development: Curriculum, Instruction, and Assessment (Robert C. Calfee and Kimberly A. Norman); (7) Children's Literature: Connecting and Transforming Children's Worlds (Kathy G. Short); (8) The Nature and Development of Spelling (Shane Templeton and Bob Ives); (9) Teaching Literacy for Social Justice (Rachelle D. Washington, John Bishop, Emma Bailey, and JoBeth Allen); and (10) Accommodating Digital Literacies within Conceptions of Literacy Instruction for a New Century (David Reinking and Amy Carter). Part III, Childhood Literacy beyond the Classroom, then presents: (11) Child Culture and Popular Culture (Thomas Newkirk); and (12) Resources for Childhood Literacy (Denise N. Morgan and Wendy C. Kasten). An index is also included. (Individual chapters contain references.) [For Volume 1, "Early Literacy," see ED498284. For Volume 3, "Adolescent Literacy," see ED498286. For Volume 4, "Adult Literacy," see ED498285.]   [More]  Descriptors: Teaching Methods, Writing (Composition), Literacy Education, Educational Technology

Sloane, Marie W. (2004). Tailoring Your Teaching with the Project Approach, Kappa Delta Pi Record. Faced with uncertain budgets and increasing pressure from high-stakes testing, among other challenges, educators easily can fall into the trap of equating teaching with the presentation of information and then blaming students when outcomes are inadequate. To move beyond this simplistic approach, educators must continue developing as teachers who learn from their students. Many excellent teaching methods are available for organizing and using information that teachers can gain from close observation of students. This article describes one of the most effective tools for learning from students–the project approach. Behind this approach is the idea that authentic assessments done in the rich environment of a classroom can provide invaluable insight into exactly what each child is learning. Additionally, reflection on the many ways students participate in small- and large-group activities can add to the base a teacher gains from assessment. The project approach guides students to learn through their interests. It empowers students as they participate in making real decisions about what they will study, how they will go about that study, and how they will present their accomplishments. The project approach provides meaningful context for a teacher to observe students' learning and to use those observations to guide further instruction.   [More]  Descriptors: Teaching Methods, Student Projects, Student Evaluation, Classroom Observation Techniques

Fine, Michelle; Pappas, Liza; Karp, Stan; Hirsch, Lesley; Sadovnik, Alan; Keeton, Andre; Bennett, Mary (2007). New Jersey's Special Review Assessment: Loophole or Lifeline? A Policy Brief, Education Law Center. Ordinarily, one might expect that an alternative education program that encourages thousands of secondary students to stay in school and remain on track to earn a high school diploma would have broad support. However, New Jersey's "special review assessment" or SRA, has been the subject of longstanding and, at times, contentious public debate. Detractors of the SRA have called it a "backdoor diploma" that "hurts the very students it seeks to help." Supporters assert that the SRA is a legitimate alternative to the state's more traditional exit test, the High School Proficiency Assessment (HSPA), and has even "saved lives" by providing struggling students with an alternative that keeps them from dropping out of school and the resulting well-documented negative personal and social consequences. Yet despite much talk in education circles about data-driven reform, there has been little research on the role of the SRA in allowing students to satisfy New Jersey's graduation standards. Aside from aggregate totals of the numbers of students graduating through HSPA and SRA, little information has been made available to date on the demographic characteristics or educational experience of these students, their access to opportunities to learn and their post-secondary outcomes compared to other graduates or dropouts. This report is an attempt, in part, to help fill this gap and to supply information that can help to inform policy decisions that will affect thousands of New Jersey's students and hundreds of its communities. This study: (1) Reviews the history of the SRA policy and debate; (2) Reports findings of a multi-method study undertaken to document the potential impact of SRA elimination on secondary students in New Jersey, with a particular emphasis on the implications by race, ethnicity, social class and community; (3) Places New Jersey policy debates about graduation policy and secondary reform in national context; (4) Identifies a set of policy considerations for a variety of constituencies; and (5) Offers recommendations on how New Jersey might strengthen the rigor of its graduation requirements without losing ground on its impressive graduation rates. The following are appended: (1) SRA Performance Tasks; (2) Methodological Details on Sampling Strategy for the Three District Cohort Analyses; (3) Summary Literature Review on the Impact of High Stakes Testing on Secondary Schools and Students; (4) The Individual and Social Costs of High School Dropout Rates; (5) The GED Alternative; and (6) Finding Common Ground on New Jersey Secondary Reform. A bibliography is included. [Support for this report was providing by the Schumann Fund for New Jersey.]   [More]  Descriptors: Alternative Assessment, Graduation Requirements, Exit Examinations, Educational Policy

Mathison, Sandra; Freeman, Melissa (2003). Constraining Elementary Teachers' Work: Dilemmas and Paradoxes Created by State Mandated Testing, Education Policy Analysis Archives. Studied teacher attitudes toward high-stakes and mandated testing in two New York elementary schools. Findings show high-stakes tests forced teachers to act in ways they did not think were professional and required instructional environments teachers did not think were conducive to student success. Descriptors: Elementary Education, Elementary School Teachers, High Stakes Tests, State Programs

Haertel, Edward H. (1999). Validity Arguments for High-Stakes Testing: In Search of the Evidence, Educational Measurement: Issues and Practice. Discusses issues of validity in high-stakes testing, beginning with some purposes of a testing program and proceeding to some underlying assumptions about testing. Suggests four possible studies to address assumptions often ignored by asking various groups of people about testing. Descriptors: Elementary Secondary Education, High Stakes Tests, Research Needs, Surveys

Beatty, Alexandra, Ed.; Neisser, Ulric, Ed.; Trent, William T., Ed.; Heubert, Jay P., Ed. (2001). Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. This book examines research on the problem of student dropouts and standardized and high stakes testing. Information comes from papers presented at a 2000 workshop in which experts offered their diverse perspectives and technical expertise. Section 1 describes the background and context of the problem, noting changing expectations for students, dropout characteristics (family and home characteristics and school-related characteristics), and why students drop out (dropping out as a process and interventions). Section 2 discusses what completion means and why it is important, focusing on the GED and the economic consequences of dropping out. Section 3 presents complexities in counting dropouts (counting methods, data sources, and complications). Section 4 examines the effects of high stakes testing and academic standards, focusing on the purposes of testing, the high school exit examination, and retention in grade. Recommendations for schools, districts, states, researchers, and funders include prioritizing the collection of key data disaggregated to allow monitoring of such populations as different minority groups, English language learners, and students with disabilities; disaggregating data on school completers by type of certificate awarded; and collecting detailed data on students who complete twelfth grade but fail exit exams and so do not graduate. (Contains 36 references.) Descriptors: Academic Standards, Adolescents, Dropout Characteristics, Dropout Rate