High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act
Publication Type:Web Article
Year of Publication:2005
A study released by the Education Policy Studies Laboratory at Arizona State University and the Great Lakes Center for Education Research and Practice found "no convincing evidence" that the pressure of high-stakes testing will increase student achievement. According to the researchers, an analysis of test data from 25 states does suggest that increases in testing pressure are related to increased retention in grade and drop-out rates. The authors found that states with the highest proportions of minority students implemented accountability systems that exerted the greatest pressure. "Thus, the negative impacts of high-stakes testing will disproportionately affect America's minority students," they believe. (1.5 mg PDF file)
Berliner, D.C.; Glass, G.V.; & Nichols, S.L. (2005). High stakes testing and student achievement: Problems for the no child left behind act. Education Policy Research Unit, Arizona State University (Sep 2005). Retrieved from EPRU 29 Apr 2008. Link: http://www.epicpolicy.org/publication/high-stakes-testing-and-student-ac...