Not exact matches
As states across the U.S. move to adopt standardized tests as a means to determine
grade promotion and school
graduation, new research
presented in the Harvard Educational Review shows that sole reliance on high - stakes tests as a
graduation requirement may increase inequities among students by both race and gender.
Experiences such as this can also dovetail with the senior project now required for
graduation in many states and districts, in which twelfth -
grade students choose a topic for independent study with an outside mentor, then
present a finished product for a juried assessment.
However, high stakes decisions involving tracking,
grade promotion, admission to dual - credit courses and
graduation based on a single testing event
present major educational and motivational challenges.