The Impact of Tests and Promotion Standards on Urban Schools and Students. Position Paper #6.

Autor/inn/en	D'Amico, Joseph J.; Corcoran, Thomas B.
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	The Impact of Tests and Promotion Standards on Urban Schools and Students. Position Paper #6.
Quelle	(1985), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Basic Skills; Curriculum Development; Dropouts; Educational Policy; Elementary Secondary Education; Standardized Tests; Standards; State Legislation; State Programs; Student Promotion; Superintendents; Teacher Education; Test Use; Testing Programs; Trend Analysis; Urban Schools; New Jersey; Pennsylvania + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Standard; Landesrecht; Regierungsprogramm; Support of studies; Studienförderung; Schulrat; Lehrerausbildung; Lehrerbildung; Testanwendung; Trendanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The impact of testing and promotion standards on students in urban schools was discussed by urban school superintendents from New Jersey and Pennsylvania. Pointing to research that suggests that standards alone are not enough to boost achievement, many educators recommend coupling more rigorous standards with appropriate remedial programs, staff development, and additional school resources. Both Pennsylvania and New Jersey have had standards and standardized-testing programs since the late 1970s. In Pennsylvania student performance is compared with statewide norms through a testing program called the Educational Quality Assessment. In New Jersey, student performance is measured with a state-developed test, the Minimum Basic Skills Test. Superintendents acknowledged that standards have great implications for remediation and potential dropouts. There was near consensus that helping students meet new standards will require strong commitments by all educators, as well as training for teachers. That urban and suburban results will be different must be acknowledged in any comparisons that are published. Recommendations were developed for standards of promotion and testing. An appendix summarizes trends in areas other than basic skills in Pennsylvania. (Contains 18 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC