Test Exclusions Develop Into “Test Scandal”

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dc.contributor.authorRebecca York
dc.contributor.authorGregg Garn
dc.date.accessioned2016-01-14T19:53:51Z
dc.date.accessioned2016-03-30T15:35:04Z
dc.date.available2016-01-14T19:53:51Z
dc.date.available2016-03-30T15:35:04Z
dc.date.issued2005-06-01
dc.description.abstractMany states use test results to hold schools accountable, with the stakes for children, teachers, and administrators becoming higher. High school principal Kimberly Reeves had to show substantial progress in raising achievement scores to keep her school off the state's low-performing list and to help the district maintain positive community relations. Reeves declined to test several high school students who were failing core courses and would be required to retake them the following year. The principal had not considered this a formof cheating, even though it ran counter to the spirit of the state testing guidelines. Her decision could have unintended consequences for the district and the local economy.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationYork, R., & Garn, G. (2005). Test Exclusions Develop Into “Test Scandal”. Journal of Cases in Educational Leadership, 8(2), 8-16. doi: 10.1177/1555458905280037en_US
dc.identifier.doi10.1177/1555458905280037en_US
dc.identifier.urihttp://hdl.handle.net/11244/25486
dc.language.isoen_USen_US
dc.publisherJournal of Cases in Educational Leadership
dc.rights.requestablefalseen_US
dc.subjectinstructional leadershipen_US
dc.subjectschool and community relationsen_US
dc.subjecthighstakes testingen_US
dc.titleTest Exclusions Develop Into “Test Scandal”en_US
dc.typeResearch Articleen_US

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