Contradictions of School Reform: Educational Costs of Standardized Testing

By T. Hall. 2001

437 citations recorded by the source corpus.

Subfields: Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/ca26b87d6ab2fface31841d09f2276540c17f033

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Citations in the corpus

Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, background): “…for developing critical thinking skills; pedagogy heavily weighed towards direct as opposed to child-centered instruction; and diminished relationships between teachers and students, particularly for low-income students and students of color (Lipman 2004; McNeil 2000; Valenzuela 2005).”
Rational responses to high stakes testing: the case of curriculum narrowing and the harm that follows (2011, background): “In Texas, it was found that schooling changed in ways that emphasized rote learning, not broad intellectual skills (Hong & Youngs, 2008; McNeil, 2000).”
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies (2007, background): “McNeil (2000) documented how the emphasis on tests and test scores undermined exemplary schools and teachers in Houston, Texas.”
Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, background): “…that state-mandated high-stakes tests encourage a narrowing of the social studies curriculum that reduces the range and quality of course content and the involvement of students in the sort of active learning needed to promote informed democratic citizenship (Au, 2009; McNeil, 2000; Segall, 2003).”
Public management and organizational performance: The effect of managerial quality (2002, background): “Logged Budget .1641 .0017 95.07 Logged Tax Rate .0272 .0161 1.69 Logged Revenue/Pupil .0683 .0092 7.45”
Are We Creating Separate and Unequal Tracks of Teachers? The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization (2004, background): “Moreover, the tracking of teachers, set against a backdrop of accountability, may legitimate educational inequities by diminishing overt expression of control (McNeil, 2000).”
New Immigrants, New Challenges: High School Social Studies Teachers and English Language Learner Instruction (2008, background): “Some of these barriers are due to the previously mentioned economic changes; others are due to the way academic success is currently defined in federal and state education policies (Darling-Hammond 2004; McNeil 2000), with further barriers resulting from current immigrant settlement patterns.”
Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence (2006, background): “Although many stakeholders applaud the goals and missions of the NCLB Act of 2001 (Center on Education Policy, 2004), others have been skeptical of standardized assessment and outspoken in their criticisms (e.g., Jones, Jones, & Hargrove, 2003; Kohn, 2000; Lemann, 1999; McNeil, 2000; Sacks, 1999).”
Leadership Content Knowledge (2003, background): “These approaches have been criticized as primarily leading to “teaching to the test” (McNeil, 2002), leaving unchanged the capacity of teachers to deliver more high quality and rigorous instruction.”
Technology and Equity in Schooling: Deconstructing the Digital Divide (2004, background): “Research to date indicates that low-SES schools tend in the main to devote substantially more classroom time to explicit test-taking preparation than do high-SES schools (McNeil, 2000).”
Tests Worth Teaching To: Constructing State-Mandated Tests That Emphasize Critical Thinking (2001, background): “However, critics argue that many of these tests include items that require recall of obscure factual knowledge or vocabulary, forcing teachers to narrow the curriculum, focus on memorization, drills, and worksheets, and to reduce the already limited time available to focus on critical thinking skill”
School leadership in the context of accountability policies (2001, background): “…differences, narrowing the curriculum to which they are exposed, diverting enormous amounts of time from instruction to test preparation, and negatively influencing schools’ willingness to accept students with weak academic records (Bay et al. 1999, Ohanian 1999, O’Neil and Tell 1999, McNeil 2000).”
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs (2003, background): “…researchers have cautioned that placing a premium on student test performance can reduce instruction to test preparation, thus limiting the range of educational experiences to which students are exposed and minimizing the skill that teachers bring to their craft (McNeil, 2000; Smith, 1991).”
Principles for literacy assessment (2005, background): “…lately been supported by arguments that it will reduce literacy achievement differences associated with race and poverty, there is evidence that the long-term effect of such testing is to create a curriculum that extends stratification rather than reducing it (Darling-Hammond, 2004; McNeil, 2000).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “Chief among the manifestations of this phenomenon in current teacher practice is the predisposition to “teaching to the test,” which research suggests demoralizes teachers by taking away their use of discretion and expertise to determine and address learner needs (Firestone, Schorr, & Monfils, 2004;”
Putting the Squeeze on Social Studies: Managing Teaching Dilemmas in Subject Areas Excluded from State Testing (2007, background): “Some recent observational studies argue that high stakes state-level testing has specific and significant effects on curriculum and instruction (Dorgan, 2004; McNeil, 2000), while other studies argue that the effects are neither deep nor direct (Grant, 2001; Grant, Gradwell, Lauricella, Derme-Insinn”
Teacher Burnout and Perceptions of a Democratic School Environment (2003, background): “…that which is prevalent in the United States affect teachers and schools and increase the chances that teaching will be narrowed to the curriculum actually tested, and that teachers or school administrators may compromise their professional standards order to elevate student scores (McNeil 2000).”
Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels (2010, background): “Indeed, a vigorous critique of the effects of large-scale student assessment has developed as such data have become increasingly high stakes for students, teachers, and administrators (e.g., McNeil, 2000; Mintrop, 2004).”