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This 7-page paper discusses standardized testing in U.S. education. Bibliography lists 4 sources.
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7 pages (~225 words per page)
File: AS43_MTstaneduc.doc
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fanfare. The law sought to remedy what was perceived, at the time, as unfairness in learning among disadvantaged groups of students (those from disadvantaged socioeconomic backgrounds, those who had limited
English skills and so on) (NCLB, 2001). The bill also mandated other issues such as more funds for teaching and a method of ensuring that learning was taking place through
standardized tests (NCLB, 2001). The gist of the bill seemed to be that if students werent making the great, the districts wouldnt receive federal funding. NCLBs purpose was fairness in
education, which would be measured through some means of testing. The idea here was that schools that were failing would actually have a benchmark figure to prove it (yet it
was up to the school and district to determine how to improve things). In the wake of NCLBs passage, the majority of states
sought to standardize assessments through a battery of tests that would prove (or disprove) that their students were learning the basic skills of reading, writing and "rithmatic." Teachers, in turn,
were encouraged to ensure that students knew enough to not only pass those standardized tests, but to do extremely well on them. Many districts, in fact, began judging teachers based
on how well students did on the standardized tests. But is standardization an effective way to measure learning outcomes? Or are we encouraging
students to merely memorize what they need to know for these tests. The main question we need to ask about standards-based education is how effective learning can continue, while preventing
a "teaching-to-the-test" mentality that standardization can create. Goals of Standardizing and Benchmarking In theory, the idea behind standardization and benchmarking is a noble
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