Resource Review : Contradictions of School Reform: Educational Costs of Standardized Testing

By Linda M. Mcneil. 2001

490 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/97ae9831469805f87bf72bbd9aa8b7f9c4806906

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Citations in the corpus

The growth of high‐stakes testing in the USA: accountability, markets and the decline in educational equality (2005, background): “McNeil ( 2000 ) illustrates how the emphasis on tests and test scores undermined exemplary schools and teachers in Houston, Texas.”
Below the Bubble: “Educational Triage” and the Texas Accountability System (2005, background): “While also calling attention to administrative pressure, a more nuanced account adds that teachers shift their practices to ensure that their students can graduate from high school (McNeil, 2000a, 2000b; McNeil & Valenzuela, 2001; Valenzuela, 1999, 2000).”
Reading Into the Future: Competence for the 21st Century (2012, background): “Schools have increasingly turned their attention to test preparation rather than to learning or to optimal academic development (Abrams et al., 2003; Gunzenhauser, 2003; McNeil, 2000).”
Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “…breadth of state standards (Klein, Hamilton, McCaffrey, & Stecher, 2000; Linn et al., 2002), the narrowness and lack of rigor of state assessments (Education Week, 2001; McNeil, 2000; Porter, Polikoff, & Smithson, 2009), and the lack of alignment between standards and assessments (Porter, 2002).”
Closing the Achievement Gap: A Metaphor for Children Left Behind (2004, background): “McNeil (2000) have argued that the ‘Texas miracle in education’ is a myth.1 They argue that the standardized tests used in Texas are too”
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis (2007, background): “…2000 SAC, PCT, KCF Libresco, 2005 SAE, PCS, KCI Lipman, 2002 SAC, PCT, KCF Lomax et al., 1995 SAC, PCT, KCF Luna & Turner, 2001 SAC, SAE, PCT, KCF McNeil, 2000 SAC, PCT, KCF McNeil & Valenzuela, 2001 SAC, PCT, KCF Murillo & Flores, 2002 SAC Passman, 2001 SAC, PCT, KCF Perreault, 2000 SAC, PCT…”
Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research (2004, background): “Furthermore, the time commitment for test preparation robs classroom teachers of valuable instructional time and tends to water down instruction by indirectly encouraging teachers to “teach to the test” (Kohn, 2000; McNeil, 2000; Popham, 2001).”
Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers (2006, background): “The subject of much debate, this heightened attention to curriculum materials is fueled, in part, by several issues: increasing state and local material mandates (Allington, 2002; Goodnough, 2001, 2003; Helfand, 2002), concern about teacher preparation (Moats, 2000; Snow, 2001), the press of high-st”
Benchmarking and Alignment of Standards and Testing (2004, background): “These students are, in other words, not receiving a fair opportunity to learn what they are being held accountable for (McNeil, 2000).”
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools (2007, background): “Although Mintrop (2003) found that these feelings of being personally attacked soon diminished, we found these feelings still quite strong for several of our respondents.”
Behind Test Scores: What Struggling Readers REALLY Need (2004, background): “For example, some schools have eliminated sustained silent reading in favor of more time for explicit instruction (Edmondson & Shannon, 2002; Riddle Buly & Valencia, 2002), others are buying special programs or mandating specific interventions (Goodnough, 2001; Helfand, 2002), and some states and di”
The choreography of accountability (2006, background): “McNeil ( 2000 ) described teachers’ demoralization when ‘teaching to the test’—teachers’ internal doubts produced when states emphasize high scores instead of student learning.”
Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies (2010, background): “When teachers have low expectations for particular groups of students, they create accommodating strategies that can jeopardize student learning ( Lipman, 1998 ; McNeil, 2000 ).”