Описание: Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin-Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin-Milwaukee Pedro L. Rodr guez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Описание: This timely volume explores essential themes, issues, and challenges related to adolescents` lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement.
This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement.
Описание: The GED is used to grant the status of high school graduate to anyone who passes the test. Recipients account for twelve percent of all high school credentials issued each year in the US. But do achievement tests predict success in life? This book explores how the GED came to be used throughout the US and why our reliance on it is dangerous.
Описание: Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today.
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