Education Commons^™

Do Curriculum-Based External Exit Exams Enhance Student Achievement?, John Bishop

CPRE Research Reports

Two presidents, the National Governors Association and numerous blue ribbon panels have called for the development of state content standards for core subjects and examinations that assess the achievement of these standards. The Competitiveness Policy Council, for example, advocates that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages (1993, p. 30)." The American Federation of Teachers advocates a system in which:

Students are periodically tested on whether they' reaching the standards, and if they are re ...

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Do Curriculum-Based External Exit Exams Enhance Student Achievement?, John Bishop

CPRE Research Reports

Two presidents, the National Governors Association and numerous blue ribbon panels have called for the development of state content standards for core subjects and examinations that assess the achievement of these standards. The Competitiveness Policy Council, for example, advocates that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages (1993, p. 30)." The American Federation of Teachers advocates a system in which:

Students are periodically tested on whether they're reaching the standards, and if they are ...

---

Go to article

Instructional Policy And Classroom Performance: The Mathematics Reform In California, David K. Cohen, Heather C. Hill

CPRE Research Reports

Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers' practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves instructional in nature: because teachers figure as a key connection between policy and practice, their opportunities to learn about and from policy are a crucial influence both on their practice, and, at least indirectly, on student achievement. Using ...

Instructional Policy And Classroom Performance: The Mathematics Reform In California, David K. Cohen, Heather C. Hill

CPRE Research Reports

Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers' practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves instructional in nature: because teachers figure as a key connection between policy and practice, their opportunities to learn about and from policy are a crucial influence both on their practice, and, at least indirectly, on student achievement. Using ...