When were standardized tests introduced in American schools?
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Standardized testing has been a part of American education since the 1800s, but the widespread reliance on standardized is largely a 20th-century phenomenon. For instance the College Entrance Examination Board did not begin standardized testing in connection to higher education until 1900. The College Entrance Examination Board was established and in 1901, the first examinations were administered around the country in nine subjects. This test was implemented with the idea of creating standardized admissions for the United States in northeastern elite universities. Originally, the test was also meant for top boarding school in order to standardize curriculum. With origins in World War I the Army Alpha and Beta tests developed by Robert Yerkes and colleagues. Before then, immigration in the mid-19th century contributed to the growth of standardized tests in the United States. Standardized tests were used in immigration when people first came over to test social roles and find social power and status.
Standardized test
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It is thought that the first school in the USA to introduce RFID technology was Spring Independent School District near Houston, Texas. In 2004, it gave 28,000 students RFID badges to record when students got on and off school buses. This was expanded in 2008 to include location tracking on school campuses.
Parents protested in January 2005 when Brittan Elementary School issued RFID to the students. Administrators at a school in Sutter, California, were offered money to test RFID from InCom and issued RFID-chipped ID tags to students. Students and parents felt they were not fully informed about the RFID and questioned the tactics the school used to implement the program, and the ethics of the monetary deal the school made with the company to test and promote its product. Parents quickly squashed the program with help from the American Civil Liberties Union.
Radio-frequency identification in schools
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Standardized testing in Alberta was first known to be introduced in 1892 by the government of the Northwest Territories, of which modern day Alberta was originally part of. The government instituted the examinations as it sought to attain greater accountability and ensure its students were well regarded when applying to tertiary institutions. As a result, today the territorial governments of the Northwest Territories and Nunavut use the Alberta curriculum. There are two types of provincially administered standardized testing in Alberta and the territories: Provincial Achievement Tests (PATs) and Diploma Examinations (diplomas). Depending on the course, these tests may be administered in English or French. Alberta, out of all Canadian provinces has the most standardized testing procedure of any province. See also List of Canadian primary and secondary examinations.
Standardized Testing in Alberta, Northwest Territories, and Nunavut
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In 2006, publishing consultant Lois Eskin Associates studied the effects of using American Book Company books to prepare for standardized tests. The goal of the study was to find if students were more likely to pass standardized tests after studying with American Book Company books. The study included schools in Alabama, California, Florida, Georgia, Indiana, Louisiana, South Carolina, and Texas.
American Book Company (1996)
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Large population state testing began in the 1970s, and in the 1980s America began to assess nationally. In 2012, together 45 states is annual spending on assessments cost $27 per student and $669 million overall. However, once test involved administrative costs were included the cost per student increased to $1100. The need for the federal government to make meaningful comparisons across a highly de-centralized (locally controlled) public education system has also contributed to the debate about standardized testing, including the Elementary and Secondary Education Act of 1965 that required standardized testing in public schools. U.S. Public Law 107-110, known as the No Child Left Behind Act of 2001, further ties public school funding to standardized testing. The goal of No Child Left Behind was to improve the education system in the United States by holding school and teachers accountable and attempting to close the educational gap between minority and non-minority children in public schools. Students' results on standardized tests were used to allocate funds and other resources such as teachers and administrators to schools. This policy does not provide a federal standard for schools, but allows each state to set their own standards. The Every Student Succeeds Act replaced the NCLB. It was signed into law by President Obama on December 10, 2015. This act was created in order to revise the provisions of the NCLC in order to further allow student achievement and success.
Standardized test
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In September 2004, with the support of parents, the school became the first to introduce random drug tests which commenced in January 2005. The tests could be performed only when parents gave permission for their child to be tested. Students who refused to be available for testing or tested positive would undergo a counselling program. Critics of the program stated an infringement of privacy would lead to legal action. At the school, 20 students were tested weekly and were given a mouth swab for cannabis, cocaine and heroin. Supporters of the program including former Prime Minister Tony Blair who endorsed Walker's efforts and called for the program to be expanded. In 2005, the school reported that the scheme helped to boost examination results to 40% compared with 32% in 2004, and 28% in 2003.
The Abbey School, Faversham
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The ACT (; originally an abbreviation of American College Testing) is a standardized test used for college admissions in the United States. It was first introduced in November 1959 by University of Iowa professor Everett Franklin Lindquist as a competitor to the Scholastic Aptitude Test (SAT). It is currently administered by ACT, a nonprofit organization of the same name.
ACT (test)
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"Federal Motor Vehicle Safety Standard (FMVSS) 222" was introduced in 1977, requiring passive restraints and more stringent structural integrity standards; this exempted the requirement of seatbelts in school buses with a gross vehicle weight (GVWR) of over 10,000 pounds. In 2011, FMVSS 222 was revised; to improve occupant protection in small (Type A) school buses, three-point seatbelts were required in new Type A school buses; the revision introduced testing standards for bus seats with 3-point seatbelts and anchor points for the optional installation of these seat-belt systems in large school buses. While previously reducing capacity by up to one-third, NHTSA recognized new technology that allows using seatbelts for either three small (elementary-age) children or two larger children (high-school age) per seat. In October 2013, the National Association of State Directors of Pupil Transportation Services (NASDPTS) most recently stated at their annual transportation conference (NAPT) that they now fully support three-point lap-shoulder seat belts on school buses.
School bus
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AB 484, introduced on September 4, 2013 in the state Legislature, would end the use of STAR tests in math and English for the school year already under way – a year earlier than planned, and introduce the Measurement of Academic Performance and Progress (MAPP) tests, a new test aligned to the National Governors Association and College Board's Common Core Initiative. The bill ended up being overwhelmingly endorsed by the Senate and was expected to pass the assembly. It was passed on September 11, 2013 and signed by the Governor on October 02, 2013.
California Standardized Testing and Reporting Program
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Following the Army Alpha and Army Beta tests for soldiers in World War I, mental testing became popular in the US, where it was soon applied to school children. The federally created National Intelligence Test was administered to 7 million children in the 1920s, and in 1926 the College Entrance Examination Board created the Scholastic Aptitude Test to standardize college admissions. The results of intelligence tests were used to argue for segregated schools and economic functions—i.e. the preferential training of Black Americans for manual labor. These practices were criticized by black intellectuals such a Horace Mann Bond and Allison Davis. Eugenicists used mental testing to justify and organize compulsory sterilization of individuals classified as mentally retarded. In the United States, tens of thousands of men and women were sterilized. Setting a precedent which has never been overturned, the U.S. Supreme Court affirmed the constitutionality of this practice in the 1907 case "Buck v. Bell".
Psychology