Performance of Public School Students

Research has provided evidence that over the past thirty years, the performance of public school students on standardized tests has declined in the areas of mathematics and reading. This performance decline nationwide has engendered widespread concern about the quality of public schools (Hanushek, 1991; Lingenfelter, 2003). As a consequence, academic learning has become an important national priority in the business and educational community. School district policy makers are advocating and demanding higher academic standards. National and state level teacher associations have also voiced concern and called for high academic standards. Thus educational accountability has become a worldwide priority with accountability systems under scrutiny (Lingenfelter, 2003).

National and state policy makers have mandated changes for the attainment of positive student achievement results. President William Clinton (1997) stated that:

We cannot and must not tolerate failing schools. We need to stop making excuses and get on with the business of fixing our schools. We have the unique opportunity to do what is best for our children. This should be our great patriotic cause - our national mission: Giving all of our children a world-class education by putting standards of excellence into action (p. 4).

Secretary of Education, Richard Riley (1997) stated:

I challenge every school district to adopt high standards, to abolish social promo

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o this, the American public education system is also being challenged to raise the preparation levels of children for the jobs of the future. Higher standards of learning, student achievement, and job preparation are being evaluated by accountability efforts which include the administration of standardized assessments nationwide (Reigeluth, 1997). Florida's accountability efforts include the administration of the state-developed Florida Comprehensive Assessment Test (FCAT) for all public school children in grades 3-10. Operational tests were conducted in 2000 and test administration revealed scores for 2001. Test results from the FCAT revealed that school districts still need to markedly increase the percentage of students scoring at level 3 or above in the areas of reading and mathematics (Florida Department of Education, 1002b). Florida uses the Florida Comprehensive Assessment Test as a valid index of student achievement. However, it is also important that teachers assign grades that accurately identify students' true achievement levels. Since high poverty schools, such as are found in Florida, are less likely to yield class grades which correspond with state assessed achievement levels, particular attention should be paid

Category: Psychology - P