Upper Elementary Grades Bear the Brunt of Accountability

Autor/in	Anderson, Lorin W.
Titel	Upper Elementary Grades Bear the Brunt of Accountability
Quelle	In: Phi Delta Kappan, 90 (2009) 6, S.413-418 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Grades (Scholastic); State Standards; Testing; Accountability; Elementary School Teachers; Elementary School Students; Student Evaluation; Standardized Tests; Language Arts; Mathematics Achievement; Reading Achievement; Federal Legislation; Educational Quality; Time Factors (Learning); Curriculum; Student Participation; Discussion (Teaching Technique); United States + Suchen Sie Ihr Suchwort? Notenspiegel; Testdurchführung; Testen; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bundesrecht; Quality of education; Bildungsqualität; Curricula; Lehrplan; Rahmenplan; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; USA
Abstract	Upper elementary teachers won't be surprised to learn that in every state, students enrolled in grades 3 through 8 bear the brunt of educational accountability. All states test all students at these grade levels in English/language arts and mathematics. Furthermore, an increasing number of states are testing students at selected elementary and middle school grade levels in science and, to a lesser extent, in social studies. Although all states test high school students, testing is done less uniformly; states vary on the grades and subjects tested. Finally, only six states test students at grade levels lower than grade 3 (California, Delaware, Georgia, Idaho, Iowa, Mississippi). Although the burden of educational accountability in the United States rests with children ages 8 through 12, not much research has evaluated the impact of educational accountability on schools, teachers, and students. Educators claim that accountability forces them to narrow the curriculum. In this article, the author illustrates that a comparison of teachers' schedules before and after NCLB shows little has changed. (Contains 1 table.) (ERIC).
Anmerkungen	Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402-1789. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10