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\nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \n★New Jersey  \nABSTRACT  \nDOCUMENT RESUME  \nRaivetz,Mark J.  \nCan School Districts Survive the Politics of State  \nTesting Initiatives?  \nApr 92  \n14p.;Paper presented at the Annual Meeting of theAmerican Educational Research Association(SanFrancisco,CA,April 20-24,1992).Speeches/Conference Papers(150)  \nMFO1/PC01 Plus Postage.  \nAcademic Achievement;*Accountability;★AchievementRating;*Achievement Tests;*Educational Assessment;Elementary Secondary Education;Evaluation Methods;Politics of Education;School Effectiveness;*StateStandards  \nThe impact of state-mandated testing on an urbanschool district in New Jersey is examined in this paper,whichdescribes the evolution of the testing program and its shift inemphasis from individual student assessment to its use as the primaryindicator of school success or failure.To meet state certificationstandards,75 percent of the third,sixth,and eignth graders inevery school must meet or exceed a state-prescribed minimum level ofproficiency.The monitoring process evaluates schools according to 10elements of acceptable performance,each of which must be met.Schoolreport cards indicate that urban districts failed to match theaccomplishments of their suburban counterparts.A conclusion is thatusing the achievement test as a district indicator of academicperformance is inappropriate.Recommendations are made to evaluatethe testing program and to incorporate higher order thinking intoinstruction.Four tables are included.(LMI)  \n☆食★言★★★案★★宽★★★★实★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★☆★★六★★★★★★★★★★★★★★★秀★★★  \n★ Reproductions supplied by EDRS are the best that can be made     ★……    from the original document  ……*  \nED347980  \n o81h8o妈  \n# Can School Districts Survive the Politics of State Testing Initiatives?\n\nPrepared by  \nMark J.Raivetz  \nTrenton Public SchoolsTrenton,New Jersey  \nfor the symposium  \n# Educational Assessment:Are the Politicians Winning\n\n\"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY  \nU.8.DEMATRNT OF EDUCATONOMce ofEducntong Resc*rch nd ImprovmentEDUCATONAL RESOURCES INFORMADONCENTER(ERIC  \nm hauve左  \n与Jh bcumon!hns ben onondhrdreconved from the person o orpaNzabonononating  \n[Mnor changes tare teen made io mprove reproductron outy             \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).\"  \notor   C Comonystated nedooument ao nol nec8ssndy reprosent offcaOEHI 0ostron o pokrcy  \nPresented at the Annual Meeting of theAmerican Educational Research AssociationSan Francisco,CaliforniaApril 1992  \nCan School Districts Survive the Politics of State Testing Initiatives?  \n# Overview\n\nA state mandated testing program has been in place in New Jersey since the1976-1977 school year.Initially,minimum basic reading and mathematics skills forstudents in grades three,six,nine and eleven were tested.These tests were designedto determine a student's eligibility for compensatory education.Revisions in thetesting program occurred in 1986 and again in 1990,with further revisions  \nscheduled for 1993-1994.Since 1990,the focus has changed.The state's program hasevolved into one of high stakes for students as well as school districts.Students arenow tested on higher order skills in the areas of reading and mathematics as well asa holistically scored writing sample.And students are unable to graduate with stateendorsed high school diplomas unless they pass all three portions of the test.Theincreasing degree of difficulty of New Jersey's mandated testing program paralleled(and in several cases was out in front of)the national movement generated by \"ANation at Risk.\"  \nMandated state testing has become high stakes for more than just the studentswhose graduation from high school is dependent upon passing.The use of the teststhemselves has evolved.The results of tests initially designed for use in theclassroom to measure student achievement and diagnosis individual weaknessesare now the key components ","cbCailESymPoXwiv","https://ap.wps.com/l/cbCailESymPoXwiv","pdf",604884,14,"English","# Overview\n## The evolution of state mandated testing programs in New Jersey","[{\"question\":\"How did New Jersey’s testing program evolve over time?\",\"answer\":\"It began as minimum basic skills testing for selected grades, then shifted after revisions toward higher-order reading and mathematics skills and holistically scored writing samples with graduation requirements tied to passing.\"},{\"question\":\"What happens to districts or schools that fail to meet proficiency benchmarks?\",\"answer\":\"Schools that do not meet state “Minimal Levels of Proficiency” can cause the district to fail state certification, leading to potential state takeover and being labeled “educationally bankrupt.”\"},{\"question\":\"Why does the paper argue that test results should not be used as a district indicator?\",\"answer\":\"It finds that relying on achievement tests as a primary district measure is inappropriate, given how the monitoring system and reporting can distort evaluations of real school performance.\"}]","Can School Districts Survive the Politics of State Testing Initiatives? - Overview | PDF",1789473155,35]