Literaturnachweis - Detailanzeige
| Autor/in | Orlich, Donald C. |
|---|---|
| Titel | No Child Left Behind: An Illogical Accountability Model |
| Quelle | In: Clearing House, 78 (2004) 1, S.6 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Stellungnahme; Federal Legislation; Educational Improvement; Accountability; Academic Achievement; Educational Change; Academic Standards; High Stakes Tests; Achievement Tests |
| Abstract | In this article, the author questions the validity of an educational accountability system (i.e., the No Child Left Behind Act of 2001) that stresses only 'high stakes assessments" for all children. He maintains that state and national educational reformers have based their argument on an invalid assessment of student achievement in America, and cites examples to prove that American students are doing better than the critics admit. He concludes by stating a need to examine the practicality, reasonableness, and statistical logic of setting adequate yearly progress targets. (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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