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Again, students may be less willing to go to school, and parents find themselves dragging unwilling bodies from the car to the school door, because the children feel they have little to look forward to, day in and day out.
The highly structured school day results in a more structured after-school environment. Parents take children to soccer practice and lessons to provide enrichment that is now lacking at school. This requires even the youngest children to have additional discipline in terms of when they begin their homework. Mealtimes may be lost, as families eat on the run, using what would once be quality time as a way of 'getting a jump' on the next day. McDonald's in the car suffices, rather than home-cooked meals, so homework can be attended to, as soon as the family walks through the door after a long, hard day.
This new pressure to succeed, facilitated by standards-based education, continues into high school, where students must face challenges such as the College Entrance...
This requires more study time in what are often already compressed, fast-based schedules. The added demands also come with added pressures. For older students who procrastinate and who cannot be compelled to sit at the kitchen table under the watchful eye of their parents, the result is often less sleep, as high schoolers watch television, email friends and play video games on the computer, and finally begin their homework only in the wee hours of the evening. This extracts a harsh toll upon their developing bodies as well as their relationships with their families.
All of this, which I have seen in my own life, and the life of my friends and family members, demonstrates how standards-based tests results in the standardization of the education system as a whole. By homogenizing content and linking school funding to student performance on exams, educational policy designers have standardized the educational process itself, and even created a more mechanical way of life for children and their parents outside of school.
There were none with limited English proficiency; those with Non-Limited English Proficiency ranked 50, there were no free or reduced lunch scores, those at non-poverty scored 57-64, while those at Poverty scored 42-46. In a graph showing the Stanford Achievement Test 10th Edition results in Reading for the entire system in Russellville City, Alabama, the males rank 48-60 and females rank49-52, the blacks rank at 29-40, the Hispanic at 16-40,
Standardized Testing Investigation Academic success has been measured for decades by scores on Standardized tests including the HSPA, CAT, MAT, and SATs. Recent studies have held that too much weight is assigned to these tests and that certain higher education institutions have gone so far as to stop considering standardized test scores. The question addressed in this study is if standardized testing should be stopped. Standardized Testing: The View of a Veteran
Standardized testing vs. authentic assessment in the elementary and junior high school The role of evaluation is one of the basic issues discussed in education today, which is of main concern. Assessment may be described as a method used to better know the present knowledge that a student has. This means that assessment can be as easy as a teacher's subjective judgment based on a single scrutiny of student performance, or
Thus, the best way to achieve educational improvement and student success is to pair the issue of standardized testing together with other teacher-based assessments. Standardized testing should remain a focus of the educational realm for administrative purposes, such as planning standards and curriculum. In order to determine whether a student is ready to advance, however, teachers should make recommendations to their administrations, citing evidence. By opening this recommendation process
Standardized Testing -- Students with ADHD The first study in an article in the Journal of Learning Disabilities by Frazier, et al. (2007) looks at the published literature (studies) since 1990 in order to produce a meta-analysis that will show the "…magnitude of achievement problems" that confront individuals with attention deficit hyperactive disorder (ADHD). In other words, the purpose was to find out exactly what problems ADHD sufferers encounter when trying
Standardized Testing Anxiety Despite my less-than-perfect score on my GRE, I still believe I am an appropriate and worthwhile candidate for the MS/MPH program at University of Massachusetts Amherst. I am among that small but realistic percentage of individuals that often score poorly on standardized tests, and the GRE was no exception to that. However, instead of discussing what I did not do well on, allow me to tell you what