Rethinking the High School Diploma

Autor/inn/en	Finn, Chester E., Jr.; Kahlenberg, Richard D.; Kress, Sandy
Titel	Rethinking the High School Diploma
Quelle	In: Education Next, 15 (2015) 1, S.48-53 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Stellungnahme; State Standards; Graduation Requirements; High School Graduates; High School Equivalency Programs; Student Certification; Accountability; Minority Group Students; Low Income Groups; Student Improvement; Educational Change; Educational Practices; Educational Policy; Alternative Assessment + Suchen Sie Ihr Suchwort? Abschlussordnung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schulzeugnis; Verantwortung; Bildungsreform; Bildungspraxis; Politics of education; Bildungspolitik
Abstract	As states move to implement the Common Core State Standards, key challenges remain. One is how to make sure a high school diploma acknowledges what students have achieved. Should states adopt a two tiered diploma, in which students who pass internationally aligned Common Core exams at a career- and college-ready level receive an "academic" diploma, while students who fail to meet that bar receive a "basic" diploma? Yes, say three prominent thinkers who have long wrestled with questions of standards, testing, equity, and excellence. This article features a discussion with Chester E. Finn, Jr., a distinguished senior fellow at the Thomas B. Fordham Institute, Richard D. Kahlenberg, author of the definitive autobiography of Albert Shanker, and Sandy Kress, who advised President George W. Bush on the No Child Left Behind Act. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10