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Autor/inMcCluskey, Neal
TitelDo Test Scores Buy Happiness?
QuelleIn: Journal of School Choice, 11 (2017) 2, S.197-208 (12 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1558-2159
DOI10.1080/15582159.2017.1311628
SchlagwörterWell Being; Scores; Psychological Patterns; Standardized Tests; Educational Legislation; Federal Legislation; Public Schools; Correlation; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Grade 4; Reading Tests; Reading Achievement; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Social Indicators; Economic Development; Income; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study
AbstractSince at least the enactment of No Child Left Behind in 2002, standardized test scores have served as the primary measures of public school effectiveness. Yet, such scores fail to measure the ultimate goal of education: maximizing happiness. This exploratory analysis assesses nation level associations between test scores and happiness, controlling for a strong correlate of both, per-capita Gross Domestic Product (GDP). Controlling for GDP, the association between test scores and happiness is greatly decreased, offering reason to question the sole use of test scores as measures of school success. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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