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This booklet reports the results of a recent National Science Foundation study of the impact of mandated testing programs on curriculum and instruction in elementary and secondary mathematics and science education, especially the impact on teachers with large percentages of minority students. The study included three strands: (1) an item-by-item analysis of the most widely-used standardized tests and textbook tests in mathematics and science for grades 4, 8, and selected high school subjects; (2) a nationwide questionnaire survey responded to by 2,229 mathematics and science teachers in grades 4-12; and (3) interviews with 200 teachers and 100 administrators in 6 urban districts in 6 states nationwide. Included is a figure titled Percent of items testing types and levels of thinking and two tables titled Percent of teachers reporting preparation for mandated standardized tests (nationwide survey of 2,229 teachers) and Percent of teachers with positive and negative views of mandated testing programs (interviews with 200 mathematics and science teachers in 6 urban districts). Impact on minority students and other issues are discussed. The last page includes an order form for this and other reports. (MKR)

Descriptors: Administrators, Content Analysis, Elementary Secondary Education, Interviews, Mathematics Instruction, Mathematics Teachers, Mathematics Tests, Minority Group Children, National Surveys, School Surveys, Science Instruction, Science Teachers, Science Tests, Standardized Tests, Teaching Methods, Test Results

NSF Study, CSTEEP, 323 Campion Hall, Boston College, Chestnut Hill, MA 02167 (free).

Autor: Boston Coll., Chestnut Hill, MA. Center for the Study of Testing, Evaluation, and Educational Policy.


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