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Download full textNichols, Sharon L.; Brewington, Shon – Education Policy Analysis Archives, 2020
In this exploratory mixed methods survey study, we assess preservice teachers' (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response…
Descriptors: Preservice Teachers, Student Attitudes, High Stakes Tests, Work Environment
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Analysis Archives, 2012
The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…
Descriptors: Academic Achievement, High Stakes Tests, Accountability, Testing
High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Analysis Archives, 2006
This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the "story" of accountability implementation and impact in that state. Using the "law of comparative…
Descriptors: Portfolios (Background Materials), Reading Achievement, Academic Achievement, High Stakes Tests
