High-stakes testing narrows the curriculum

Educational Leadership

Volumn 68, Issue 6, 2011, Pages 78-80

  David, Jane L ^a  

^a Bay Area Research Group   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79953904031     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (8)

1. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
2. Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A., Russell, J. L., et al. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND.
3. Koretz, D., Mitchell, K., Barron, S., & Keith, S. (1996). Perceived effects of the Maryland school performance assessment program. Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.
4. McMurrer, J. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Center on Education Policy.'
5. Morton, B. Q., & Dalton, B. (2007). Changes in instructional hours in four subjects by public school teachers of grades 1 through 4. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed .gov/pubs2007/2007305.pdf
6. Perie, M., Baker, D. P., & Bobbin, S. A. (1997). Time spent teaching core academic subjects in elementary schools: Comparisons across community, school, teacher, and student characteristics (NCES 97-293). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed .gov/pubs/97293.pdf
7. Stecher, B., & Barron, S. E. (1999). Quadrennial milepost accountability testing in Kentucky (CRESST Tech. Rep. No. 505). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
8. Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.