The relationship between drop-out rates and high-stake exams
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document in English
educational studies
research papers
published 09/07/2008
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Summary
Issues on education took up a complicated level wherein the micro aspects of this pervasive social institution are given much scholarly attention. Recently, a concern about the effect of increased use of high-stake testing on students’ academic performance has baffled the intellectual circle. This created two opposing walls; the advocates who believe that different sort of high- stakes testing will motivate students to work harder and achieve higher, and the critics who strongly suppose that failing a high-stake exam will push a student to the verge of academic collapse through dropping out.
The term "high-stakes" is used to describe tests that have high stakes for individual students, such as grade promotion or a standard high school diploma. Thus, high-stakes testing is intended to hold individual students liable for their own test performance, dissimilar "system accountability," which is designed at the providers of education, such as states, school districts, and schools
The term "high-stakes" is used to describe tests that have high stakes for individual students, such as grade promotion or a standard high school diploma. Thus, high-stakes testing is intended to hold individual students liable for their own test performance, dissimilar "system accountability," which is designed at the providers of education, such as states, school districts, and schools
Table of Contents
- The rationale of testing students.
- Advocates of standard- based reform and high- stakes testing.
- In the 1980's, testing became a foundation of the education reform movement.
- The results of Linn's research in 2004.
- A related study by Ysseldyke et al (1998).
- The strongest determinant of whether students will dropout of school.
- Students who have to undergo testing as mandated by schools are affected adversely.
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