To improve student performance on standardized tests, principals must evaluate the school's most recent scores, compile a simple statistical comparison of potential and actual performance on evaluated skills, and discuss results and improvement strategies with groups of teachers. Classroom observations, cooperative planning, and curriculum mapping…

This study compared parent and teacher perceptions of academic performance and cognitive deficits with the standardized test performance of 19 students (ages 7-13) with hearing impairments. Results indicate that parents and educators were equally skilled in predicting academic performance, but had greater difficulty predicting specific cognitive…

Critiques a collection of articles on accountability, testing, and academics in schools with minority group and low-income students, examining their polar positions and explaining that polar positions are often equally biased. Expresses concerns about the TAAS, discussing what changes are needed in the educational system and the TAAS in order for…

Public education could be significantly improved if proponents of standards-based reform could join with critics of high-stakes testing (the "evil twin") and outlaw using such tests as sole indicators of student success. Authentic, standards-based reform is concerned with equity and quality, demands teacher collaboration, and addresses demands for…

Examines student outcomes and criticisms surrounding standardized achievement testing and discusses strategies for employing alternative approaches to assess minority student learning, performance, and persistence in college. Recommends the administration of comprehensive assessment measures that best capture student performance across cognitive…

Discusses the debates concerning (1) content and process in social studies and history and (2) testing and standards in California, noting that Advanced Placement (AP) courses demand a high scholarly standard. Focuses on the AP European history course and examination, addressing history as interpretation, teaching analytical essay writing, and AP…

Examines what it takes to build a "learning community" designed to help all children receive a quality education on equal terms. The characteristics of communities of learners are described, and barriers to developing democratic learning communities are shown in the areas of leadership, testing and grouping, parent participation, and the…

Describes a study comparing portfolio assessment to standardized test results and examining how both predicted subsequent academic achievement as indicated by grade point averages. Indicates that academic achievement could not be accurately predicted by any of three portfolio measures (that is, classwork, reading skills, or responses to text) or…

A Mellon Foundation study explored factors in the success of African Americans on the Scholastic Assessment Tests, finding that high-scoring African Americans have fewer advantages than high-scoring whites, including lower income and fewer family college degrees, and come more often from central-city schools. Results suggest these students…

Examines the major issues relating to the introduction of an assessment of English language proficiency for students prior to graduation from tertiary education. Looks at the ongoing debate relating to the introduction of an exit language test and considers possible alternatives to a formal standardized test for reporting on language proficiency.…

Studies factors related to academic performance and student retention of Asian American freshmen (N=96) at a predominantly White university. In addition to SAT-mathematics score, three noncognitive variables were found to be significant predictors of GPA: realistic self-appraisal system, successful leadership experience, and demonstrated community…

Discusses the problems arising with standardized testing which play an important role in the structure and politics of K-12 education. Describes the benefits of using interactive Internet technologies for the assessment of inquiry-based science instruction. (Contains 21 references.) (YDS)

A study investigated the relationship between placement in inclusive (n=36) and pullout (n=22) special education programs and academic and behavior outcomes for students with disabilities. Eighth-graders in inclusive classrooms earned higher grades, achieved higher or comparable standardized test scores, committed no more behavioral infractions,…

Attempting to capture the complexity of learning on standardized state assessments severely limits student knowledge and expression. Inevitably, schools reduce the curriculum to what is covered on tests. Students control their learning. Constructivist teachers structure lessons around big ideas, value relevance, and strive to challenge students'…

The cost of achieving high quality at numerous levels of large-scale assessment has been astronomical--in dollars spent and opportunities lost. Educators have all but ignored assessments developed by classroom teachers. Students can become motivated by becoming involved in classroom-based assessment, record keeping, and communication. (Contains 11…