Descriptor
| Elementary Secondary Education | 1 |
| Females | 1 |
| Grade 8 | 1 |
| Grades (Scholastic) | 1 |
| Graduation | 1 |
| High Stakes Tests | 1 |
| Minority Groups | 1 |
| School Holding Power | 1 |
| Standardized Tests | 1 |
| Testing Problems | 1 |
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| Harvard Educational Review | 1 |
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| Brennan, Robert T. | 1 |
| Kim, Jimmy | 1 |
| Siperstein, Gary N. | 1 |
| Wenz-Gross, Melodie | 1 |
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| Journal Articles | 1 |
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| Massachusetts Comprehensive… | 1 |
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Peer reviewedBrennan, Robert T.; Kim, Jimmy; Wenz-Gross, Melodie; Siperstein, Gary N. – Harvard Educational Review, 2001
Comparison of teacher-assigned grades and Massachusetts Comprehensive Assessment System (MCAS) scores in English, math, and science for 736 eighth-graders reveals that MCAS hurts African-Americans and Latinos/as in math and girls in math and science. Equitability disparities indicate the need for caution in high-stakes testing; scores should be…
Descriptors: Elementary Secondary Education, Females, Grade 8, Grades (Scholastic)
