In this study I used autoethnography to analyze fifty years of African-American educational history in Georgia. The impetus for the study was the Atlanta cheating scandal, widely interpreted as a character problem for individual teachers and administrators. As a lifelong resident of Georgia, a student, a public school teacher, and a parent, it…

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

First-year grade point average (FYGPA) is an oft-referenced outcome criterion for assessments of the predictive validity of a variety of admissions mechanisms. Unfortunately, few studies examine the relationship between FYGPA and long-term outcomes such as graduating grade point average and six-year graduation. Influenced by Wilson's (1980)…

This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…

This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade math scores on the yearly-standardized test (Criterion Referenced Competency Test--CRCT) in Georgia. A descriptive research design was utilized to examine data obtained from the…

This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…