波特与墙(1992)发现,更高的标准,这为高风险铺平了道路测试,提供最低限度的增加一些学生的学术成就而产生负面影响,尤其是有色人种的男学生。哈尼(2000)报道,在高风险的第一年毕业测试在德克萨斯州,毕业率下降,更大的下降了50%的黑人和拉美裔学生比其他民族。许多研究人员指责高风险测试,至少部分,增加美国辍学率(Rothstein,2002)。这些结果强调辍学率高风险测试的负面影响,符合谢泼德(2000),Darling-Hammond(2004),和香港扬斯(2008)。此外,低水平的学生要求州高风险测试比学生更容易辍学状态没有高风险测试(雅各,2001)。为了强调这一点,克拉克,哈尼,Madaus(2000)报道,最高的前十个州的辍学率、9人相关的考试分数和毕业要求。年级的保留是另一个影响一个学生的学校因素从高中辍学的决定。波特与墙(1992)报道,尽管高风险测试可能会稍微提高学生成绩,辍学率没有减少学生年级时保留增加。Allensworth(2004)做了一项研究,从1992年到1998年,发现学生辍学率增加8%和13%分别为17和19岁,当保留在一个年级在学校的职业生涯。Allensworth在2005年进行的另一项研究使用数据后从芝加哥公立学校八年级实施晋升标准。虽然研究了辍学率政策的负面影响,他们是小比通过传统的保留行为。学术严谨性是一个关键因素在学生成绩和完成。然而,一些人口群体是成功而另一些则不是。
加拿大动画学论文代写:更高的标准
Potter and Wall (1992) found that higher standards, which paved the way for high-stakes testing, provided minimal increases in academic achievement while producing negative effects on some students, especially male students of color. Haney (2000) reported that during the first year of high-stakes graduation testing in Texas, graduation rates declined, with a 50 percent greater decline for Black and Hispanic students than other ethnic groups. Many researchers blame high-stakes testing, at least in part, for the increasing U.S. dropout rates (Rothstein, 2002). These results, which highlight the negative consequences of high-stakes testing on dropout rates, are consistent with Shepard (2000), Darling-Hammond (2004), and Hong and Youngs (2008). Additionally, low-achieving students in states requiring high-stakes tests were more likely to drop out than those students in states without high-stakes testing (Jacob, 2001). To emphasize this, Clarke, Haney, and Madaus (2000) reported that of the ten states with the highest dropout rates, 9 of them correlate test scores with graduation requirements.Grade retention is another school factor affecting a students' decision to drop out of high school. Potter and Wall (1992) reported that although high-stakes testing may have slightly increased student achievement, dropout rates did not decrease when student grade retention increased. Allensworth (2004) did a study of students from 1992 to 1998 and found 8 percent and 13 percent dropout rate increases for 17 and 19 year-olds respectively, when retained in a grade during their school career. In 2005, Allensworth performed another study using data from Chicago Public Schools after they had implemented a promotion standard for eighth grade. Although the study yielded negative effects of the policy on dropout rates, they were smaller than those found through traditional retention practices. Academic rigor is a key element in student achievement and completion. However, some demographic groups are succeeding while others are not.
