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