Abstract
As with “Millionaire,” these practices are widely accepted, roundly applauded, but nevertheless quite controversial. In this article, I will first examine the historical origins of high-stakes testing. Next, I will describe the growing interest in these tests in elementary and secondary schools as well as the tensions that have resulted. Then, I will explore the most significant challenges to the use of high-stakes testing as a requirement for graduation or promotion to another grade. This article will close by contemplating the likely future of the movement for testing and accountability.
Recommended Citation
Moran, Rachel F.
(2001)
"Sorting and Reforming: High-Stakes Testing in the Public Schools,"
Akron Law Review: Vol. 34:
Iss.
1, Article 4.
Available at:
https://ideaexchange.uakron.edu/akronlawreview/vol34/iss1/4