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Rethinking "High Stakes:" Lessons from the US and England and Wales by William A. Firestone & David Mayrowetz — 2000Based on fieldwork conducted in England, Wales and two American states, this paper suggests six themes about “high stakes testing.” First, not all stakes are perceived to be equally high. Second, pressure to respond to a test comes from more than just formal stakes. Third, external pressure leads to symbolic responses outside the classroom. Fourth, external pressure can be useful for changing content taught. Fifth, external pressure is less effective in changing instructional strategy than content taught. Sixth, the effects of stakes will depend on a variety of other policy factors.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- William Firestone
Rutgers, the State University of New Jersey
E-mail Author
William A. Firestone is Professor of Educational Policy at the Rutgers Graduate School of Education and Director of the Center for Educational Policy Analysis. He is continuing his research on the effects of assessment on practice with a large-scale survey study in New Jersey. He is co-author with James Pennell of “State-Initiated Teacher Networks: A Comparison Of Two Cases” (American Educational Research Journal, 1997).
- David Mayrowetz
Rutgers, the State University of New Jersey
E-mail Author
David Mayrowetz is a doctoral candidate in the department of educational theory, policy and administration, Rutgers University and research associate at the Center for Educational Policy Analysis. His interests include policy implementation, inclusion of students with disabilities, and assessment reform. He is the co-author, with Carol Weinstein, of "Sources of Leadership for Inclusive Education: Creating Schools for All Children" (Educational Administration Quarterly, September 1999).
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