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Peer reviewedJones, Brett D.; Egley, Robert J. – ERS Spectrum, 2010
The purpose of this study was to determine how elementary school administrators in a large U.S. state perceived the overall effects of testing on education in general and, more specifically, on their instructional leadership responsibilities. We surveyed 325 Florida principals and assistant principals, many of whom viewed the testing program…
Descriptors: Assistant Principals, Test Results, Testing Programs, Testing
Direct linkJones, Brett D.; Egley, Robert J. – Planning and Changing, 2004
Testing and accountability programs can lead to some positive changes towards student performance. Here, Jones and Egley explore on whether Florida administrators thought that there was anything that could be done to improve the country's testing program in order to reduce or eliminate the types of concerns raised in George's study by conducting a…
Descriptors: Testing Programs, Testing, High Stakes Tests, Accountability
Jones, Brett D.; Egley, Robert J. – ERS Spectrum, 2004
The purpose of this study was to determine whether Florida elementary school administrators believe the state's testing program is taking public schools in the right direction. Questionnaire responses from principals and assistant principals show that the majority of administrators believe the testing program is not taking schools in the right…
Descriptors: Assistant Principals, Testing Programs, Incentives, Testing
Download full textJones, Brett D.; Egley, Robert J. – Education Policy Analysis Archives, 2004
The purpose of this study was to investigate whether teachers perceived Florida's high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand "why" teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers,…
Descriptors: Testing Programs, Alternative Assessment, High Stakes Tests, Teacher Motivation
Jones, Brett D.; Egley, Robert J. – Phi Delta Kappan, 2006
Teachers and principals don't always agree about the effects on education of accountability systems based on high-stakes testing. Mr. Jones and Mr. Egley look at the implications of these differing perceptions and suggest some strategies for creating a climate in which teachers and administrators can move forward on improving student learning.…
Descriptors: High Stakes Tests, Accountability, Teacher Attitudes, Administrator Attitudes
Egley, Robert J.; Jones, Brett D. – Rural Educator, 2004
This study examines how rural elementary school administrators perceive the effects of high-stakes testing in comparison to suburban and urban elementary administrators. High-stakes testing had a greater impact, both positively and negatively, on rural administrators than on their counterparts in suburban and urban schools. Specifically, the…
Descriptors: Rural Schools, Test Results, Testing Programs, Testing
