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Achievement Testing in American Schools


by Jerome V. D'Agostino — 2000

I present in this chapter some of the key events in the history of achievement testing in an attempt to determine why it has not lived up to its promise. Until the barriers and limitations of testing are understood better, it may never be pivotal in improving the quality of education in this country.


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This article originally appeared as NSSE Yearbook Vol 99, No. 2.


Cite This Article as: Teachers College Record Volume 102 Number 8, 2000, p. 313-337
http://www.tcrecord.org ID Number: 18713, Date Accessed: 12/18/2017 5:18:43 PM

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About the Author
  • Jerome D'Agostino
    University of Arizona, Tucson
    E-mail Author
    JEROME V. D'AGOSTINO is an Assistant Professor in the Department of Educational Psychology at the University of Arizona, Tucson. He specializes in assessment, evaluation, and the study of programs for at-risk students. Darrell L. Sabers and Anthony J. Nitko of the University of Arizona contributed greatly to the development of this chapter.
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