Influences of High-Stakes Testing on Middle （中间的影响高风险测试）.pdf

Micki M. Caskey, Ph.D., Editor Portland State University Portland, Oregon 2010 • Volume 34 • Number 3 ISSN 1940-4476 Influences of High-Stakes Testing on Middle School Mission and Practice Ronald R. Musoleno Penn State University, Great Valley Malvern, PA George P. White Lehigh University Bethlehem, PA Abstract school day. Furthermore, special area subjects (i.e., electives) were often sacrificed and, in some cases, This study explored the effects of high-stakes advisory time was used for remediation. Implications testing and accountability on the fundamental for practice focus on the need to maintain a balance practices associated with middle school philosophy. between test preparation and practices deemed Participants were middle school educators, including appropriate for middle school students. administrators and teachers, from Pennsylvania middle schools. An online survey was used to Introduction collect data for this study. The survey addressed the following middle school practices: grouping for Since the middle school concept emerged in the late instruction, developmentally appropriate instructional 1950s and early 1960s, proponents have introduced practices, interdisciplinary and integrated curriculum, myriad recommendations and prescriptions for teaching interdisciplinary teaming and planning, and advisory students in the middle grades (McEwin, Dickinson, programs. Participants were also encouraged to add Jenkins, 2004). Associated with middle grades education comments throughout the survey. Findin