The Unintentional Consequences of High Stakes Testing on Middle School Science.
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| Title: | The Unintentional Consequences of High Stakes Testing on Middle School Science. |
|---|---|
| Authors: | Bekins, Amy1 (AUTHOR) |
| Source: | Science Scope. May/Jun2026, Vol. 49 Issue 3, p5-9. 5p. |
| Subject Terms: | *Science education, *Time on task (Education), *Interdisciplinary education, *STEM education, *Educational evaluation, *Education policy, Poor communities |
| Abstract: | Math and English can receive more instructional time and emphasis in middle and elementary schools, taking time and priority away from science, to ensure that students have more exposure to areas that are more heavily assessed. Limiting science content and access has powerful implications for students' futures, especially for underrepresented groups. Leaders should provide more cross-curricular instruction and opportunities in science to increase achievement and provide more equitable access to scientific fields. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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