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2018
Volume 34, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

Notes that within the past five years, the national standards movement has prompted many states to turn to the use of test scores to hold students and teachers accountable to higher standards in academic achievement. Discusses the unintended consequences: pervasive emotional pressure, reductionist views of literacy, conflicted views of teaching and learning, and stratification of schools and districts.

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/content/journals/10.58680/ee20021604
2002-01-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee20021604
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  • Article Type: Research Article
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