School Reform and High Stakes Testing: Their Impact on Students in the United States and England

By Marlene M. Hurley.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper provides historical background on the events that led to the No Child Left Behind Act of 2001 in the United States and Curriculum 2000 in England. It uses literature to illustrate and compare the school reforms, based in standardization and high stakes testing, that are currently underway in both nations. High stakes testing is shown to have little impact on student achievement scores, but high impact on the children, teachers, administrators, and schools involved. Concerns arise for both the current generations of children, especially "minority" children, that are impacted by the unfriendly policies in place now and for the path that the two nations are on for the future and its generations.

Keywords: School Reform, High Stakes Testing, Comparative Education

The International Journal of Learning, Volume 14, Issue 2, pp.239-246. Article: Print (Spiral Bound). Article: Electronic (PDF File; 549.572KB).

Dr. Marlene M. Hurley

Assistant Professor of Educational Studies, Metropolitan Center, State University of New York, Staten Island, New York, USA

Dr. Hurley has more than 20 years as a science educator at the secondary and university levels. She teaches interdisciplinary education studies and science to degree-seeking adult education students at the State University of New York, Empire State College. Dr. Hurley also does science education consultations and program evaluations for informal science institutions, in addition to her ongoing interdisciplinary and historical research .


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