High-Stakes Testing Policy in Texas: Describing the Attitudes of Young College Graduates
| dc.contributor.advisor | Shields, Patricia M. | |
| dc.contributor.author | Featherston, Mark Davis | |
| dc.contributor.committeeMember | Balanoff, Howard | |
| dc.contributor.committeeMember | McCutcheon, James | |
| dc.date.accessioned | 2011-05-11T20:15:51Z | |
| dc.date.available | 2012-02-24T10:13:38Z | |
| dc.date.issued | 2011-04 | |
| dc.description | An Applied Research Project Submitted to the Department of Political Science, Texas State University-San Marcos, in Partial Fulfillment for the Requirements for the Degree of Masters of Public Administration, Spring 2011. | |
| dc.description.abstract | Purpose: The purpose of this research is to describe the attitudes of young college graduates regarding the efficacy of high-stakes testing policy in Texas. Although statewide testing results suggest that public school students are showing academic improvement, assessing the effectiveness of high-stakes testing policy should consider more complex factors. This research uses the literature to develop a conceptual framework based on three categories or criteria for determining whether high-stakes testing policy is useful. These categories are student learning, student motivation, and student preparation for college. Methods: This study utilizes survey research to describe the attitudes of young college graduates in Texas. The survey was distributed to college graduates between the ages of 21-28 electronically, through email and the online social networking site, Facebook. Descriptive statistics were then used to analyze the results of the survey. Findings: Results indicate that the cohort of young college graduates surveyed have strong opinions regarding the efficacy of high-stakes testing policy. The majority of respondents disagreed that preparing for or participating in high-stakes testing was beneficial for their learning, motivation, or college preparation. Perhaps the most remarkable finding is that high-stakes testing did not stimulate these former Texas public school students' interest, engagement, or creativity in the classroom. | |
| dc.description.department | Public Administration | |
| dc.format | Text | |
| dc.format.extent | 101 pages | |
| dc.format.medium | 1 file (.pdf) | |
| dc.identifier.citation | Featherston, M. D. (2011). High-stakes testing policy in Texas: Describing the attitudes of young college graduates. Masters of Public Administration, Texas State University, San Marcos, Texas. | |
| dc.identifier.uri | https://hdl.handle.net/10877/3484 | |
| dc.language.iso | en | |
| dc.subject | high-stakes testing | |
| dc.subject | Texas | |
| dc.subject | student attitudes | |
| dc.subject | Public Administration | |
| dc.title | High-Stakes Testing Policy in Texas: Describing the Attitudes of Young College Graduates | |
| dc.type | Applied Research Project |
Files
Original bundle
1 - 1 of 1