Publication Date: February 2003
Publisher: Manhattan Institute for Policy Research. Center for Civic Innovation
Author(s): Jay P. Greene; Marcus A. Winters; Greg Forster
Research Area: Education
Keywords: accountability tests; No Child Left Behind; high stakes tests; standardized tests
Coverage: United States
This report examines whether "high stakes" tests can effectively measure students' academic proficiency. It finds that, contrary to the assertion by critics that schools would merely "teach to the test," improving the results without increasing real learning, high stakes tests generally provide reliable information on students actual academic performance.
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