Abstract

This pilot study investigated teachers' perceptions of the effects of the New York State Regents requirements on teachers and students. An eight question Likert scale survey was administered to one hundred high school teachers in an upstate New York urban school district. Survey questions covered the impact of the new standards on teacher autonomy, in addition to student and teacher anxiety level. Teachers were asked about the fairness of the exams, the amount of time spent teaching to exams, and how they perceived the exams as impacting school drop-out rate. Results indicated that teachers believed that the new requirements had a negative impact on their teaching style and autonomy. Teachers also reported that they did not think that the exams fairly assessed student knowledge, predicted that the exams would lead to a higher drop out rate and increased student anxiety.

Library of Congress Subject Headings

Education--New York (State)--Curricula; Curriculum planning--New York (State); Curriculum-based assessment--New York (State); Educational tests and measurements--New York (State)

Publication Date

5-10-2002

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Herbert, Andrew

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1561.N4 L476 2002

Campus

RIT – Main Campus

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