posted by:
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Joni Falk
on November 15, 2000
at 9:29PM
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subject:
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The effects of high stakes tests
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I know that you have all been consumed with either the Florida results of the election, or with your annual report, or perhaps both. But, now that you have submitted the report, I thought it worth a try to revive our discussion. I noticed an article in the Globe today that reminded me of Jerry s post. The article begins "As the hand-wringing continues over the latest unimpressive English and Math scores on the MCAS exam, some Bay State history and science teachers are beginning to ask: Is anyone paying attention to us?" In MA students are tested in grades 4,8, and 10 in English, Math and Science. Beginning next year, passing scores on Math and English will be required for graduation. The article continues that "schools large and small in urban centers and small towns are adjusting class schedules, establishing summer-school programs to give students more instruction in English and math at the expens of history and science education." So it seems that instruction is not only driven by what is tested, but by how much the test counts. It is interesting that until this year (when the reality set in that only English and Math tests were going to count for graduation for next year s 10th graders) the science MCAS had schools scrambling to readjust curriculum to the test. Now the focus is shifting towards the "subjects that count" and science is becoming less of a priority. It might turn out that "high accountability" will not improve instruction and will instead undo a lot of the recent gains made in science education reform. How do we keep Science education in the fore while schools struggle with high stakes exams? --Joni
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