Testing-Based Education Reforms and Implications for Speech-language Pathologists Some current educational reforms are concerned with ensuring the accountability of educational agencies (i.e., school districts, state boards of education, individual public or private schools). One accountability strategy is the use of mandated testing of educational achievement (U.S. Department of Education, 2002). Tests have increasingly become the standard by ... Article
Article  |   April 01, 2003
Testing-Based Education Reforms and Implications for Speech-language Pathologists
Author Affiliations & Notes
  • Monica Gordon Pershey
    Department of Speech and Hearing, Cleveland State University, Cleveland, OH
Article Information
School-Based Settings / Professional Issues & Training / Regulatory, Legislative & Advocacy / Attention, Memory & Executive Functions / Articles
Article   |   April 01, 2003
Testing-Based Education Reforms and Implications for Speech-language Pathologists
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 46-52. doi:10.1044/sbi4.1.46
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 46-52. doi:10.1044/sbi4.1.46
Some current educational reforms are concerned with ensuring the accountability of educational agencies (i.e., school districts, state boards of education, individual public or private schools). One accountability strategy is the use of mandated testing of educational achievement (U.S. Department of Education, 2002). Tests have increasingly become the standard by which pupil competency and school accountability are assessed (Kane, 1994; Lanese, 1992). For the general public, student performance on tests may be the primary indicator of the standing of a school or district (NEA, 2001a). Tests have the potential to become the driving force behind educational decision-making (e.g., curriculum design, textbook adoption, scheduling, student assignment to classes or groups, etc.; Kohn, 2000; Tapper, 1997).
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