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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on September 1, 2000. The length of the article is 7791 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on September 1, 2000. The length of the article is 7791 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: The evidence is missing/or high-stakes standardized testing of either intelligence or achievement as a reform tool, a tool for producing higher student achievement. The focus on invalid testing allows us to ignore the well-documented importance of the quality of teaching as a key factor in student achievement. There is no doubt that teachers can become powerful agents in raising the academic performance of children to high levels, regardless of common impediments such as poverty, bilingualism, and so forth. With the extreme and almost exclusive focus on high-stakes testing, we lose the opportunity to support valid staff development that would make all of our teachers powerful.

Citation Details
Title: EXCELLENCE IN EDUCATION VERSUS HIGH-STAKES STANDARDIZED TESTING.(Statistical Data Included)
Author: Asa G. III Hilliard
Publication: Journal of Teacher Education (Refereed)
Date: September 1, 2000
Publisher: Corwin Press, Inc.
Volume: 51 Issue: 4 Page: 293

Article Type: Statistical Data Included

Distributed by Thomson Gale

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