“In Praise of The F Word” is a perfect example as to why the ZAP program in my school is a pointless program that is actually hurting their students in the long run. Seeing unimportant programs and rules like this, makes kids not take high school serious. Although that is just one example, from one school, there are several different unimportant issues’ that also cause students to think of high school as a
Students like these should not earn the best marks in courses where writing is essential. The inability to write well should reflect on a student’s grades slightly. In this case, a high school student’s career is not a failure because they did not earn the highest marks possible. Although it may help, individuals can still be bright and successful without being the best writers. In addition, students must not able to graduate high school if they cannot write a single decent essay.
In order to get an accurate reading for one student, high-stakes test results need to be combined with class work, portfolios, and teacher evaluations. High school testing is not beneficial to students and just wastes thousands of dollars to give these tests. Art programs are being dropped because testing is more important and these programs can be beneficial to the student. Also, very important educational decisions are being made from the results of one test. This puts a lot of pressure of the student and can dramatically affect the results.
High School Exit Exams Exit Exams are an unfair way of determining whether a student should or should not receive his or her diploma. Most students work very hard throughout high school to receive good grades. This should be enough to determine whether a student should pass high school. There are many intelligent students which do not have good test taking skills, exit exams keep many good students from graduating and teachers have to narrow their lesson plans for these types of exit exams. These are all good reasons why exit exams should not be required in graduating from high school.
This review will attempt to study the immediate and long- term effects of not completing high school because of less than optimal results on required exit exams and the resulting decreased educational opportunities, as well as minimal vertical social mobility for minority students. Government policies are increasingly being enacted in the educational arena, but how successful has those been? . Is the uniform testing of students a form of institutionalized discrimination? Educational Testing 3 Are High School Exit Exams a By-Product of Institutionalized Discrimination?
Both in high school, and in college I have had to learn about subjects that I can careless about and because of this the motivation factor was extremely low. “Although they think it’s important to graduate, they don’t think that doing well in school matters.” I tend to agree with this. I believe that graduation is the key factor, and this is the reason why kids go to school. School-to-work programs can alleviate some of the boredom that studying out of textbooks can have. “School-to-work can help young people answer the question, “Why do I have to learn this?” Lynn Olson claims that research from various corporations, and research companies argue that “school-to-work activities can slash boredom and re-engage students in schooling.” Once again this makes sense.
State Exams are an unfair way of determining whether a student should or should not receive his or her diploma. Most students work very hard throughout high school to receive good grades. That should be enough to determine whether a student should pass high school. There are many intelligent students which do not have good test taking skills. State exams keep many good students from graduating and teachers have to narrow their lesson plans for these types of State exams.
In K-12 schools, standardized testing seems to be the one issue that creates problems. In terms of enrolling into college, the financing is the most common reason that blocks lower classes and minority race students from colleges. In both K-12 and postsecondary schools, lack of mentoring and helpful faculty members has negative influences on students in terms of both academic achievements and social skills. Therefore, decreasing standardized testing, changing college financing, and increasing mentoring would be the three solutions, which seem the most practical and reasonable in terms of solving those problems. Standardized testing is thought to be a method of encouraging students from K-12 grades to perform well in the academic environment.
While some people question the use of tests as part of states’ graduation requirements, the need for higher high school exit expectations should be clear because the cost of poor high school preparation to students and states is so clear. "While roughly three-quarters of high school graduates pursue postsecondary education within two years of earning a diploma, fewer than half ever earn a degree" (Achieve, 2013). Opponents of high school exit exams often complain that testing requirements force already low graduation rates downward. "They argue that raising the bar for graduation forces many students to drop out. Critics see it as fundamentally unfair to deny diplomas to students who have successfully completed thirteen years of schooling" (Greene & Winters, 2004).
The majority of English Learning Language students do not perform as well as native English speaker on the standardized tests being used for accountability purpose under the No Child Left Behind. NCLB was created so that schools are held accountable for what students learned throughout the school year. According to Atkinson and Geiser, far from promoting equity and access in college admissions, compared with traditional indications of academic achievement, standardized tests had a more adverse impact on low-income and minority applicants. Standardized tests were closely correlated that other indicators of socioeconomic status and so tended to diminish