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The impact of high-stakes testing on...

Heffner, Christopher J.

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The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs./
Author:	Heffner, Christopher J.
Description:	94 p.
Notes:	Advisers: Timothy S. Brophy; David A. Waybright.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281531
ISBN:	9780549236160

The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs.
Heffner, Christopher J.

The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs. - 94 p.

Advisers: Timothy S. Brophy; David A. Waybright.

Thesis (Ph.D.)--University of Florida, 2007.

The survey was sent to 2,011 district and state arts supervisors in the United States. The survey remained online for ten days. Two hundred fourteen supervisors participated in the study representing 14,293 music educators from 38 states.

ISBN: 9780549236160Subjects--Topical Terms:

1017808
Education, Music.

The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs.
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020 $a 9780549236160
035 $a (UMI)AAI3281531
035 $a AAI3281531
040 $a UMI $c UMI
100 1 $a Heffner, Christopher J. $3 1272867
245 1 4 $a The impact of high-stakes testing on curriculum, funding, instructional time, and student participation in music programs.
300 $a 94 p.
500 $a Advisers: Timothy S. Brophy; David A. Waybright.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3661.
502 $a Thesis (Ph.D.)--University of Florida, 2007.
520 $a The survey was sent to 2,011 district and state arts supervisors in the United States. The survey remained online for ten days. Two hundred fourteen supervisors participated in the study representing 14,293 music educators from 38 states.
520 $a Since the enactment of No Child Left Behind (NCLB) (H. Res. 1, 2002), school administrators have felt the pressure of accountability. NCLB mandates that 100% of students reach the proficient level in reading and math on the state high-stakes test by 2013-2014. Almost all of the state tests that are used to measure school accountability do not have a section devoted to the fine arts. The lack of fine arts inclusion has caused schools to emphasize reading and math during the school day to the detriment of fine arts. To determine the degree of that impact, an online survey was created examining: (1) How has the music curriculum been impacted since the enactment of the No Child Left Behind Act of 2001? (2) How has funding for music education been impacted since the enactment of the No Child Left Behind Act of 2001? (3) How has instructional time been impacted in music education since the enactment of the No Child Left Behind Act of 2001? (4) How have students been impacted in music education since the enactment of the No Child Left Behind Act of 2001?
520 $a Supervisors indicated that since 2001, high-stakes testing has negatively impacted the number and variety of music classes, funding for music programs, the amount or instructional time allotted for music programs, and the number of students participating in music classes.
590 $a School code: 0070.
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
690 $a 0413
690 $a 0522
710 2 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 68-09A.
790 $a 0070
790 1 0 $a Brophy, Timothy S., $e advisor
790 1 0 $a Waybright, David A., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281531