Literaturnachweis - Detailanzeige
| Autor/inn/en | Schiller, Kathryn S.; Muller, Chandra |
|---|---|
| Titel | External examinations and accountability, educational expectations, and high school graduation. |
| Quelle | In: American journal of education, 108 (2000) 2, S. 73-102Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 48; Tabellen 2 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0195-6744 |
| Schlagwörter | Empirische Untersuchung; Methode; Vergleichsuntersuchung; High School; Schüler; Abschlussprüfung; Prüfung; Schulabschluss; Schülerleistung; Leistung; Leistungsmessung; Rechenschaftslegung; USA |
| Abstract | Proponents argue that state-mandated assessment of student performance will encourage cooperation between teachers and students leading to greater academic success, while opponents argue they will increase inequality by structurally limiting disadvantaged students' opportunities. Using two national studies conducted in the early 1990s, the authors find that the relationship of students' likelihood of high school graduation with their background, aspirations, and teachers' expectations varies among states with different assessment and accountability policies. Linking test performance to consequences for students weakens the relationship between teachers' low expectations and earning a diploma, and greater consequences for schools appears to strengthen the same relationship. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2002_(CD) |
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