Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York

Autor/in	Hursh, David
Titel	Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York
Quelle	In: Journal of Education Policy, 28 (2013) 5, S.574-588 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2012.758829
Schlagwörter	High Stakes Tests; Public Education; Urban Schools; Standardized Tests; Neoliberalism; Educational Change; Privatization; Federal Legislation; Educational Legislation; Elementary Secondary Education; Educational Policy; Government School Relationship; Federal Government; State Government; Government Role; Politics of Education; New York + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; Neo-liberalism; Neoliberalismus; Bildungsreform; Privatisation; Privatisierung; Bundesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Bundesregierung; Bund-Länder-Beziehung; Educational policy
Abstract	Over the last almost two decades, high-stakes testing has become increasingly central to New York's schools. In the 1990s, the State Department of Education began requiring that secondary students pass five standardized exams to graduate. In 2002, the federal No Child Left Behind Act required students in grades three through eight to take math and language arts tests. Results from the state and federal tests are not only used to assess students but also to evaluate schools, with poorly performing schools facing overhaul and potentially privatization. Most recently, President Obama's "Race to the Top" competition requires evaluating teachers based on their students' test scores which, because of the way in which New York has constructed the grading curve, most teachers will be rated as "ineffective." Standardized testing, along with other neoliberal reforms such as granting the mayor of New York City control of the public schools, has been promoted as providing more objective assessments and increasing educational efficiency. However, I will suggest that high-stakes testing has come about as part of a larger neoliberal agenda to disparage public institutions and educators to justify reducing public expenditures and privatizing schools. Further, a brief review of testing and other policies indicates that they are neither objective nor efficient. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10