The impact of high-stakes testing on teachers and students in North Carolina

Phi Delta Kappan

Volumn 81, Issue 3, 1999, Pages 199-203

  Jones, M Gail ^a   Jones, Brett D ^b   Hardin, Belinda ^e   Chapman, Lisa ^c   Yarbrough, Tracie ^d   Davis, Marcia ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b DUKE UNIVERSITY   (United States)

^c Central Carolina Community College   (United States)

^d Duplin County Schools   (United States)

^e NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000076907     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (54)

1. Dr. Seuss, Jack Prelutsky, and Lane Smith, Hooray for Diffendoofer Day! (New York: Knopf, 1995), p. 21.
2. A Guide to the ABCs for Teachers (Raleigh: North Carolina Department of Public Instruction, 1996).
3. Ibid.
4. Tim Simmons, "43% of Schools in N.C. Fall Short," News and Observer, 8 August 1997, p. A-1.
5. A Guide to the ABCs for Teachers, p. 3.
6. Rodd Jones, "ABCs Warrant an F," News and Observer, 17 August 1997, p. A-29; Michele Kurtz, "Teachers See Disincentive to Helping Low-Rated Schools, News and Observer, 18 February 1998, p. A-1; and Tim Simmons, "43% of Schools in N.C. Fall Short," News and Observer, 8 August 1997, p. A-1.
7. Rodd Jones, "ABCs Warrant an F," News and Observer, 17 August 1997, p. A-29; Michele Kurtz, "Teachers See Disincentive to Helping Low-Rated Schools, News and Observer, 18 February 1998, p. A-1; and Tim Simmons, "43% of Schools in N.C. Fall Short," News and Observer, 8 August 1997, p. A-1.
8. Rodd Jones, "ABCs Warrant an F," News and Observer, 17 August 1997, p. A-29; Michele Kurtz, "Teachers See Disincentive to Helping Low-Rated Schools, News and Observer, 18 February 1998, p. A-1; and Tim Simmons, "43% of Schools in N.C. Fall Short," News and Observer, 8 August 1997, p. A-1.
9. The survey went through three levels of development. Initial questions were drafted and reviewed by the research team several times. Once consensus had been reached among the six researchers, the instrument was reviewed for validity and design by a psychometrician who specializes in survey methodology. The instrument was modified to reflect the recommended revisions, and a draft was piloted with 15 teachers and three school administrators. Based on the pilot test, the questions were revised for the final version of the survey. Of the 32 questions on the final survey, 11 questions focused on demographic information, and 21 questions surveyed the impact of the ABCs program on pedagogical practices, student performance, teacher morale, and teacher perspectives.
10. Linda Darling-Hammond, "The Implications of Testing Policy for Quality and Equality," Phi Delta Kappan, November 1991, pp. 220-25; George F. Madaus, "The Effects of Important Tests on Students: Implications for a National Examination System," Phi Delta Kappan, November 1991, pp. 226-31; and D. Monty Neill and Noe J. Medina, "Standardized Testing: Harmful to Educational Health," Phi Delta Kappan, May 1989, pp. 688-97.
11. Linda Darling-Hammond, "The Implications of Testing Policy for Quality and Equality," Phi Delta Kappan, November 1991, pp. 220-25; George F. Madaus, "The Effects of Important Tests on Students: Implications for a National Examination System," Phi Delta Kappan, November 1991, pp. 226-31; and D. Monty Neill and Noe J. Medina, "Standardized Testing: Harmful to Educational Health," Phi Delta Kappan, May 1989, pp. 688-97.
12. Linda Darling-Hammond, "The Implications of Testing Policy for Quality and Equality," Phi Delta Kappan, November 1991, pp. 220-25; George F. Madaus, "The Effects of Important Tests on Students: Implications for a National Examination System," Phi Delta Kappan, November 1991, pp. 226-31; and D. Monty Neill and Noe J. Medina, "Standardized Testing: Harmful to Educational Health," Phi Delta Kappan, May 1989, pp. 688-97.
13. Robert J. Sternberg, Beyond I.Q. (New York: Cambridge University Press, 1985).
14. Neill and Medina, op. cit.
15. Svi Shapiro, "Public School Reform: The Mismeasure of Education," Tikkun, vol. 13, 1998, pp. 51-55.
16. Mary Lee Smith, "Put to the Test: The Effects of External Testing on Teachers," Educational Researcher, June/July 1991, pp. 8-11.
17. Darling-Hammond, op. cit; Madaus, op. cit.; and Neill and Medina, op. cit.
18. Darling-Hammond, op. cit; Madaus, op. cit.; and Neill and Medina, op. cit.
19. Darling-Hammond, op. cit; Madaus, op. cit.; and Neill and Medina, op. cit.
20. Smith, "Put to the Test," p. 11.
21. Shapiro, p. 52.
22. Ron Brandt, "On Misuse of Testing: A Conversation with George Madaus," Educational Leadership, April 1989, pp. 26-30; Susan Nolen, Thomas Haladyna, and Nancy Haas, "Uses and Abuses of Achievement Test Scores," Educational Measurement: Issues and Practice, Summer 1992, pp. 9-15; and Mary Lee Smith, "Meanings of Test Preparation," American Educational Research Journal, vol. 28, 1991, pp. 521-42.
23. Ron Brandt, "On Misuse of Testing: A Conversation with George Madaus," Educational Leadership, April 1989, pp. 26-30; Susan Nolen, Thomas Haladyna, and Nancy Haas, "Uses and Abuses of Achievement Test Scores," Educational Measurement: Issues and Practice, Summer 1992, pp. 9-15; and Mary Lee Smith, "Meanings of Test Preparation," American Educational Research Journal, vol. 28, 1991, pp. 521-42.
24. Ron Brandt, "On Misuse of Testing: A Conversation with George Madaus," Educational Leadership, April 1989, pp. 26-30; Susan Nolen, Thomas Haladyna, and Nancy Haas, "Uses and Abuses of Achievement Test Scores," Educational Measurement: Issues and Practice, Summer 1992, pp. 9-15; and Mary Lee Smith, "Meanings of Test Preparation," American Educational Research Journal, vol. 28, 1991, pp. 521-42.
25. Thomas Haladyna, Susan Nolen, and Nancy Haas, "Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution," Educational Researcher, June/July 1991, pp. 2-7.
26. Monty Neill, "National Tests Are Unnecessary and Harmful," Educational Leadership, March 1998, pp. 45-46.
27. Ibid.
28. Pamela Fleege et al., "Stress Begins in Kindergarten: A Look at Behavior During Standardized Testing," Journal of Research in Childhood Education, vol. 7, 1992, pp. 20-26; and Kenneth Hill and Allan Wingfield, "Test Anxiety: A Major Educational Problem and What Can Be Done About It," Elementary School Journal, vol. 85, 1984, pp. 105-26.
29. Pamela Fleege et al., "Stress Begins in Kindergarten: A Look at Behavior During Standardized Testing," Journal of Research in Childhood Education, vol. 7, 1992, pp. 20-26; and Kenneth Hill and Allan Wingfield, "Test Anxiety: A Major Educational Problem and What Can Be Done About It," Elementary School Journal, vol. 85, 1984, pp. 105-26.
30. Brenda Turner et al., "Test Anxiety in African American School Children," School Psychology Quarterly, vol. 8, 1993, pp. 140-52.
31. Linda Crocker, Alicia Schmitt, and Linda Tang, "Test Anxiety and Standardized Achievement Test Performance in the Middle Years," Measurement and Evaluation in Counseling and Development, January 1988, pp. 149-57; and Hill and Wingfield, op. cit.
32. Linda Crocker, Alicia Schmitt, and Linda Tang, "Test Anxiety and Standardized Achievement Test Performance in the Middle Years," Measurement and Evaluation in Counseling and Development, January 1988, pp. 149-57; and Hill and Wingfield, op. cit.
33. Ibid.
34. Haladyna, Nolen, and Haas, op. cit.; and Smith, "Put to the Test."
35. Haladyna, Nolen, and Haas, op. cit.; and Smith, "Put to the Test."
36. Smith, "Put to the Test."
37. Brandt, op. cit.; Nolen, Haladyna, and Haas, op. cit.; and Smith, "Meanings of Test Preparation."
38. Brandt, op. cit.; Nolen, Haladyna, and Haas, op. cit.; and Smith, "Meanings of Test Preparation."
39. Brandt, op. cit.; Nolen, Haladyna, and Haas, op. cit.; and Smith, "Meanings of Test Preparation."
40. Smith, "Put to the Test."
41. Charles Dulaney, "Correlations Between School SES and ABC Growth," paper presented at the North Carolina Association of Research in Education Conference, Greensboro, April 1998.
42. Shapiro, op. cit.
43. Haladyna, Nolen, and Haas, op. cit.; Smith, "Put to the Test"; idem, "Meanings of Test Preparation"; and Timothy Urdan and Scott Paris, "Teachers' Perceptions of Standardized Achievement Tests," Educational Policy, vol. 24, 1994, pp. 137-56.
44. Haladyna, Nolen, and Haas, op. cit.; Smith, "Put to the Test"; idem, "Meanings of Test Preparation"; and Timothy Urdan and Scott Paris, "Teachers' Perceptions of Standardized Achievement Tests," Educational Policy, vol. 24, 1994, pp. 137-56.
45. Haladyna, Nolen, and Haas, op. cit.; Smith, "Put to the Test"; idem, "Meanings of Test Preparation"; and Timothy Urdan and Scott Paris, "Teachers' Perceptions of Standardized Achievement Tests," Educational Policy, vol. 24, 1994, pp. 137-56.
46. Smith, "Meanings of Test Preparation."
47. Smith, "Put to the Test."
48. Shapiro, p. 53.
49. Dickson Corbett and Bruce Wilson, Testing, Reform, and Rebellion (Norwood, N.J.: Ablex, 1991).
50. Shapiro, p. 53.
51. Corbett and Wilson, p. 2.
52. Ibid., p. 3.
53. Ibid., p. 30.
54. George F. Madaus, "The Influence of Testing on the Curriculum," in Laurel Tanner, ed., Critical Issues in Curriculum: 87th NSSE Yearbook, Part I (Chicago: National Society for the Study of Education, University of Chicago Press, 1988), pp. 83-121.