More handpicked essays just for you.
Diversity issues in education
Essays on the achievement gap in us education
Research on diversity in education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Diversity issues in education
Proceeding to look at the general advantages of having nation wide standards, Bigham presented the following by identifying an issue that comes with individual states mandating their own educational standards:
When students began taking standardized state assessments along with national assessments such as the ACT, the SAT, and the National Assessment of Educational Progress, it quickly became apparent that individual states had very different ideas about what constituted key knowledge and key skills. In some states, eighty percent or more of the students would score high enough on their state assessment to be considered college and career ready. However, when these same students took a national assessment like ACT, less than twenty percent of the students would achieve the necessary score to enter college or an industry training program.
Clearly, something was missing. Because states were responsible for
…show more content…
Once students took a national assessment, which was not created by their state, many did not reach the level that was considered college and career ready. This was because different states, or more specifically different people, believed a knowledge of specific skills was significant in preparing a child for life after high school while others believed alternative skills were important in that preparation. Using nationwide assessments, namely the ACT or the SAT, to measure one’s preparedness for attending college or a specific career geared school may not produce the most accurate results for all; however for the sake of this essay, let it be assumed that using national assessments is the most accurate method at this time. Looking to the recent results of the nationwide evaluation, it is clear that something needed to be done. When there is a problem, it is in man’s nature to want to fix it, which is where David Coleman, Gene
Almost state has gained federal funding from accumulating the test data from all of their schools (Ravitch 107). Data collected from multiple choice questions determines the intelligence of every student and their teachers. The test data is tracked throughout their lifetime in relation to their test scores, graduation dates and other statistics companies such as Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc) as a whole (Ravitch 107). Ravitch claims there are many problems with this, mainly, tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn’t mean they’re not smart, resourceful individuals with much to share with the world. For schools to be even seen with a slight amount more than just their test scores, they have to be in great standings with their students’ average test results. The government’s intense focus on test results hurts schools’ ability to be a well-rounded school immensely. In contrast to federal’s pinpoint focus on what students learn, educated consumers desire their kids to have a full, balanced, and rich curriculum (Ravitch 108). Schools need to be more than housing for test-takers. The Education Board may claim students’ proficiency in their testing makes them better people, prepares them for college, and ultimately, the workforce. What they are
Standardized tests, such as the SAT and the SOL, have been implemented for many years now for individuals in grade school to take. The SOL’s, or Standards of Learning tests, are Virginia’s version of standardized tests that students are required to take in order to pass a class, evaluating their knowledge on a specific subject. SOL’s are mandatory for students to take as soon as they reach third grade. Additionally, the SAT is a test taken in the final years of high school that colleges look at when comparing students for post-secondary school. People concerned with student’s education can come to the common consensus that education is important and there should be some way to compare a student’s achievements to one another. However, the process
A young girl is excited about graduating high school and attending her first year at college. She tries hard at school and receives above-average grades. She is an active student involved in student council, band, the drama team, and peer tutoring, but her ACT scores are extremely low, disqualifying her from many universities. The young girl represents many students who are not successful at taking standardized tests because they have not developed the advanced skills required to take a test like the ACT or SAT. An academically motivated and responsible student should not be prevented from attending college because a "standard" test is not his or her standard. The current methods of testing for the ACT or SAT should be abolished and replaced with modified and less "standard" questions to better measure a student's learning potential. In addition to different testing techniques, a student's learning potential should be a measure of a culmination of activities and methods; testing should be less important than other methods in determining a student's learning potential, if not the least important. Standardized testing must evolve to encompass a more diverse student population, and it should not be the primary factor in measuring learning potential.
prepared to graduate and have all the resources that they need to graduate but simply may not pass because of the fact that they have so much pressure put on them to pass it. Careers also use standardized state test in order to decide if a person can practice a certain career or not. By the time students have reached their careers they have taken so many standardized tests that don’t fully prepare them for adult life. Many Standardized test are used for this purpose to decide if a student is ready for the real world, even though in reality it is not a good factor used to determine if a student is prepared for their adult lives and the possible career choice that they want to go into.
Even with material being taught incessantly, standardized tests can not accurately measure a student’s ability. The tests are “single-target—meaning that every student, no matter what level of achievement or ability, course selection, or cu...
Though standardized testing has played a part in America's education system it took several tries before it played such a large role in education like it does today. The No child left Behind Act of 2002 was the foot hold standardized testing needed in order to be implemented into schools at a national level with such force. During the 1990’s the U.S felt as though it was falling behind on the Programme for International Assessment. “After No Child Left Behind (NCLB) passed in 2002, the US slipped from 18th in the world in math on the Programme for International Student Assessment (PISA) to 31st place in 2009, with a similar drop in science and no change in reading”(walker 1).
Getting into college requires students to make an assured grade on a standardized test called the American College Test. High school students begin in kindergarten preparing for tests; to make it to the next level you have to score a certain score. Pressure is forced upon many students when they begin sophomore year and begin to ponder the thoughts of college and life after high school. Once they have planned out their school, major, and work life after college, the school counselor plans a meeting to discuss the ACT. Students begin to be worried and anxious about grades and tests; all of these stressed students do not realize they have been passing test after test to score a good enough grade to get into college, where they will begin to take test after test to graduate college and even after college, these students will still be tested within their workforce.
Primarily, standardized testing has been the ongoing problem for many of Florida’s schools. Each year the state must create and issue new tests, and 2014 is no different. The major reconstruction will come from the riddance of FCAT (Florida Comprehensive Assessment Test), but, according to state education officials, “they are on schedule to replace… [it] within 18 months” (2014, McGrory). The plans for the updated tests include switching to new standards and benchmarks that will better measure progress for Florida students. The National Governors Association first created these standards, which would later be adopted by 45 states. The standards highlight aspects that the previous standards neglected. In addition to new standards, Florida must adopt a new company to issue these standardized tests. The original choice was the Partnership for Assessment of College and Career Readiness, but proposal calls eliminated the PARCC from the running. Now, five companies are fighting for the top spot. The chosen company will be announced in late March, which concerns many. Many argue that the state needs to take time to create a new test that is well thought-out and can be issued for many years to come. The Florida As...
Providing states with more flexibility in determining how standardized tests are weighed. States are now allowed to include other forms of measurement of student and school performance.
Standardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. “High test scores are generally related to things other than the actual quality of education students are receiving” (Kohn 7). “Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.”(2) Standardized testing is a great travesty imposed upon the American Public School system.
(2014) exclaimed that why do 62 percent of parents think the Common Core is not perfect for their kids, despite it has fascinated some entrepreneurs such as Bill Gates and the secretary of education. In a case in point, parents should get more involved in the education of their children if they do not approve of measures being used. She agrees to the idea of a federal government using incentives to adopt their specific education program, but then again she only sees that parents complaining and not taking action. In another context, “parents have no choice about whether their kids will learn Common Core, no matter what school they put them in, if they want them to go to college, because the SAT and ACT are being redesigned to fit the new national program for education”. (Pullmann, J. 2014, September 24, p. 1). In fact, Porter (1989) states that the Common Core standards became as opposing to teachers and teaching occupation, and the tactics are not good strong enough for enabling teachers to be dependent. The teacher is often understood to be the planned without rules. Moreover, some voices against the criticism of the common core, they believe that it is meaningless because districts are still permitted to select which material goes out with stem the basis stated by the Common Core
... middle of paper ... ... National Standards in American Education: A Citizen's Guide. Washington, D.C.: Brookings, 1995.
Jesness elaborates in his third section on a way to, “fix the floating standard,” (44) by allowing for a fixed standard, not just for the best and poorest students but for all the students in general. Nevertheless the education system will allow for a more practical approach to preparing students instead for teaching students information that will only be beneficial for taking a test. Having a fixed standard will allow for a less basic skills approach to studying, as it is currently, but the teachers will now be able to teach more of the important stuff; knowledge that they will take not only throughout the rest of their public schooling days, but also they will be taking it into college as well. For example this fixed standard is a monstrous
Based on the Programme for International Student Assessment’s 2012 results (PISA), the United States has ranked 30th in comparison to other Organisation for Economic Co-operation and Development (OECD) participating countries. The United States, a country that has once held the ideal for educational standards, has now ranked just slightly above other countries that are just being developed. By using high-stakes test statistics to drive America’s educational standards, classrooms are beginning to lose their meaning of helping students to learn and grow as individuals. Because of classrooms just teaching the test are beginning to lose the meaning of helping students to learn and grow as individuals, results of high stakes testing which can be affected by the minutest details, are not a reasonable way to judge overall student competency; a better alternative would be by performance based assessments. “Test developers are obliged to create a series of one-size-fits-all assessments. But, as most of us know from attempting to wear one-size-fits-all garments, sometimes one size really can’t fit all.” (Popham, James W.). High stakes tests are not a reasonable way to judge overall student competency because educators can not expect to have accurate and precise results in just one sitting for 12 years of learning. Although tests pose an important role in education, they should not be given such high stakes of determining if a student should be rejected from a college “based solely on the fact that their score wasn’t high enough” (Stake, Robert.).
A well created test can measure learning and diagnose a student’s weakness (Merrow, 4). In testing, the idea is for the student to get the correct answer on information they know and incorrect answers on the information they do not. However, a testing error may occur. A testing error is when a student gets an answer correct of information they did not actually know or an answer incorrect, they may have actually known (Gellman, 30)The people who create these tests want straightforward measures. However, test designers do not design these tests to measure what a student can do academically (Fusaro, 1). Large testing companies produce tests and sell them all over the country. This causes the test to be not specialized for the school or county and students do not do as well as they could have if the test was specialized (Popham, 4).three possible ways of testing a student’s knowledge exists: multiple choices, answer in essay form, or they are asked to perform a task and then graded on the performance (Merrow, 5). Some tests are designed to assess an individual’s performance, like an