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Failing Georgia—The Case Against the Ban on Social Promotion

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dc.creator Donald R. Livingston
dc.creator Sharon M. Livingston
dc.date 2002-12-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:12:22Z
dc.date.available 2015-07-20T22:12:22Z
dc.identifier 1068-2341
dc.identifier https://doaj.org/article/db15d2e07289492696c7257ec1dba503
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/15181
dc.description Our analysis begins with an examination of the state of Georgia's rationale for the decision regarding social promotion that was based on the perceived views that teachers have on the issue. Research suggests, however, that teachers hold contradictory opinions concerning the use of standardized tests for high stakes decisions, such as promotion, and are not aware of the consequences most children suffer when they fail a grade. Following a discussion that challenges the claims of success in Chicago, Baltimore, and Texas, we explore the viability of choosing litigation as a strategy to stop the use of high stakes tests given the adverse impact they have on protected minorities. From a study of the thirty-nine poorest counties in rural Georgia, the relationships between poverty, race and the Georgia Criterion Referenced Competency Test Results suggest that these tests do have an enormously disparate impact on impoverished African American children. Because chances for educational attainment will be severely limited by this test, most African American children will be discouraged from achieving a high school diploma. As a way to put a face on the data, a case study of a young girl who would probably fail her grade in school if the law was enforced is presented followed by recommendations that argue for changes in education policy and teaching. Rather than mandate a ban on social promotion, the state of Georgia should pursue improvement of socio-economic conditions, education policy and pedagogy.
dc.language English
dc.language Spanish
dc.language Portuguese
dc.publisher Arizona State University
dc.relation http://epaa.asu.edu/ojs/article/view/328
dc.relation https://doaj.org/toc/1068-2341
dc.rights CC BY
dc.source Education Policy Analysis Archives, Vol 10, p 49 (2002)
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.title Failing Georgia—The Case Against the Ban on Social Promotion
dc.type article


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