IN MY FRIDGE
In: The Yale review, Band 96, Heft 3, S. 82-82
ISSN: 1467-9736
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In: The Yale review, Band 96, Heft 3, S. 82-82
ISSN: 1467-9736
In: The Yale review, Band 96, Heft 3, S. 81-81
ISSN: 1467-9736
In: Politics & policy: a publication of the Policy Studies Organization, Band 36, Heft 4, S. 731-734
ISSN: 1555-5623
Since the passage of the No Child Left Behind Act in the United States in 2001, there has been ever increasing attention paid to the role of high-stakes testing in an education system. The system in the United States and its counterpart in the People's Republic of China have come under scrutiny because of their heavy reliance on high-stakes testing. It is understandable in the United States that these tests may be necessary to ensure the existence of accountability in the educational system. Similarly, it is understandable that the People's Republic of China needs an education system to help place their millions of students into places of higher education. However, the systems used in both China and the United States are having dramatic negative effects on the quality of education their students are receiving. This project first looks at how the policies of each country attempt to accomplish the three main goals that each country sets for their education system: good intellect, a good moral character, and good health. While these three goals are noble for any education system to strive for, the analysis conducted in this work show that the competition and emphasis surrounding high-stakes testing have severely diminished American and Chinese student's education in those areas in three ways: A narrowing of subjects being taught, diminished time for extracurricular activities, and a noticeable decline of student's mental health. These three side effects of No Child Left Behind and the Education Law of the People's Republic of China are directly contradicting the goals the education systems try to achieve. The findings of this work are based upon extensive research regarding American and Chinese education policy and the negative effects of high-stakes testing. What sets this work apart from others on the same subject rests on the fact that other works center on the aspect of high-stakes testing as opposed to relating those effects to the goals of education, and even further, the performance of students.
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In: Politics & policy: a publication of the Policy Studies Organization, Band 36, Heft 4, S. 731-734
ISSN: 1555-5623
In: Political science quarterly: a nonpartisan journal devoted to the study and analysis of government, politics and international affairs ; PSQ, Band 122, Heft 3, S. 496-497
ISSN: 1538-165X
In: Political science quarterly: PSQ ; the journal public and international affairs, Band 122, Heft 3, S. 496
ISSN: 0032-3195
In: Perspectives on politics, Band 3, Heft 2
ISSN: 1541-0986
In: The journal of politics: JOP, Band 67, Heft 1, S. 317-318
ISSN: 1468-2508
In: The journal of politics: JOP, Band 67, Heft 1, S. 317
ISSN: 0022-3816
In: Perspectives on politics: a political science public sphere, Band 3, Heft 2, S. 370-371
ISSN: 1537-5927
In: Perspectives on politics: a political science public sphere, Band 3, Heft 2, S. 370
ISSN: 1537-5927
In: Perspectives on politics, Band 2, Heft 4, S. 868-869
ISSN: 1541-0986
In: Perspectives on politics: a political science public sphere, Band 2, Heft 4, S. 868-869
ISSN: 1537-5927
In: Perspectives on politics: a political science public sphere, Band 2, Heft 4, S. 868
ISSN: 1537-5927