scholarly journals Advocacy of an Exit Test for History/Social Studies in New Jersey

2019 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
William Gorman
Keyword(s):  
High School ◽  
New Jersey ◽  
Social Studies ◽  
Language Arts ◽  
The State ◽  
Graduation Requirements ◽  
High Stakes ◽  
And Algebra ◽  
Civic Duties ◽  
High School Diplomas

As states like New Jersey navigate the issue of graduation requirements, most states have gone to what is called “high stakes” exit testing for the purpose of awarding high school diplomas. These tests typically emerge to be Mathematics and Language Arts/Reading based. In states like New Jersey, though, these exit tests have given way to subject based tests in things such as Biology and Algebra. Social Studies is not tested, but should be, if the state claims to care about producing well-rounded students prepared to fulfill their civic duties as voting adults. William Gorman, an educator with 30 years’ experience, lobbies for such testing in this editorial.

scholarly journals High-Stakes Testing and the History of Graduation

2003 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
High School ◽  
High School Graduation ◽  
High Stakes Testing ◽  
Graduation Requirements ◽  
Direct Effects ◽  
High Stakes ◽  
Educational Exchange ◽  
History Of ◽  
School Graduation ◽  
High School Diplomas

An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important.

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

2015 ◽  
Vol 32 (3) ◽  
pp. 199-222 ◽  
Author(s):  
Elizabeth Swanson ◽  
Jeanne Wanzek ◽  
Lisa McCulley ◽  
Stephanie Stillman-Spisak ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Text Reading ◽  
Language Arts Classrooms

Teaching Basic Mathematics and Survival Skills

1985 ◽  
Vol 78 (9) ◽  
pp. 668-671
Author(s):  
Patricia Frey-Mason
Keyword(s):  
High School ◽  
The State ◽  
College Preparatory ◽  
Test Set ◽  
Mathematics Courses ◽  
College Preparatory Mathematics ◽  
Teaching Of Mathematics ◽  
Survival Skills ◽  
Set Up ◽  
High School Diplomas

In this age of computers and with the emphasis on the teaching of mathematics, we are apt to forget the needs of our most “basic” students. I define basic students as those aspiring to high school diplomas but not having the ability to succeed in college preparatory mathematics courses. We require these students to pass a year of basic arithmetic, usually called general mathematics, geared toward enabling them to pass a minimum-competency test set up by the state.

Laptops, Technology and Algebra 1: A Case Study of an Experiment

2004 ◽  
Vol 97 (2) ◽  
pp. 136-142
Author(s):  
Lawrence E. Levine ◽  
Victorina Wasmuth
Keyword(s):  
High School ◽  
New Jersey ◽  
Teaching And Learning ◽  
Algebra 1 ◽  
Learning Tool ◽  
Academic High School ◽  
The Subject ◽  
And Algebra ◽  
Traditional Manner

During the spring 2002 semester, an informal experiment at McNair Academic High School in Jersey City, New Jersey, dealt with the use of laptop computers as a teaching and learning tool in an algebra 1 class. One class of students used laptops as an integral part of their study of algebra, whereas a second class studied the subject in a traditional manner. This article reports on the experiment. It details how the study was conducted, the classroom approach taken by the teacher, problems encountered, the students' reaction, and so on.

scholarly journals THE IMPACT OF RULE CHANGES AND LEGISLATION ON THE INCIDENCE OF CONCUSSION IN HIGH SCHOOL SOCCER

2020 ◽  
Vol 8 (4_suppl3) ◽  
pp. 2325967120S0023
Author(s):  
Eric D. Nussbaum ◽  
Jaynie Bjornaraa ◽  
Charles J. Gatt
Keyword(s):  
High School ◽  
New Jersey ◽  
Online Survey ◽  
School Setting ◽  
The State ◽  
High School Sports ◽  
School Sports ◽  
Rule Changes ◽  
Similar Survey ◽  
The Impact

Background: There is much concern over the incidence of concussion in high school sports, with a growing focus on soccer, necessitating the need for legislation and formal rule changes for safety reasons. Objective: To note differences in concussive injury between boys and girls soccer and determine the change in reported concussion rates from 2011 vs. 2017 in order to study the impact of legislation and rule changes on the rates of concussion in high school soccer in the state of New Jersey. Design: Comparative Study Methods: Licensed athletic trainers working in the secondary school setting in the state of New Jersey voluntarily participated in an online survey on the incidence of concussion in boys and girls soccer. This de-identified data was compared with data collected from a similar survey conducted in 2011. Results: In 2017 there were 168 concussions occurred among 3255 male soccer athletes. Eight-five percent of concussions (145/168) occurred during games, with the remainder occurring in practice. Forty-five percent (76/168) occurred to varsity players with the majority occurring during games (84%). Fewer concussions were reported to junior varsity and freshman players.. In 2017, Incidence Rate (IR) for all male soccer athletes was calculated at 0.36 concussions per 1000 athletic exposures (AE). Injury Proportion (IP) was 5%. Clinical Incidence was 0.05 concussions per athlete. This represented a 38% increase in IR/1000 AE from 2011 to 2017, and a 39% increase in IP 2011 vs 2017 In 2017, a total of 2604 female soccer athletes, reported 195 concussions with the majority occurring during games (83%). Varsity athlete reported the higher number of concussions relative to junior varsity and freshman soccer athletes IR/1000 AE was 0.48 vs 0.43 in 2011 (12% increase), while IP was 7% vs 6% in 2011 (17% increase Females had a greater IR/1000 AE than males (.48 vs. .36). Clinical incidence was also greater for female soccer athletes than male soccer athletes (0.075 vs. 0.05). Conclusion: Despite legislation and rule changes, the incidence of concussion in both boys and girls high school soccer is increasing and particularly during games. Playing at the varsity level and game play has the highest association with injury and should be subject to greater scrutiny. Additionally, more concussions are occurring to female soccer athletes than male players. This information provides a snapshot of a significant problem that deserves greater attention. [Table: see text][Table: see text]

Interdisciplinary Curriculum in K-12 Schools

2017 ◽  
pp. 125-143
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Content Knowledge ◽  
High Stakes Testing ◽  
Community Members ◽  
Interdisciplinary Curriculum ◽  
High Stakes ◽  
Grade Levels ◽  
The Arts ◽  
K 12

Creating a multidisciplinary curriculum may be challenging for some teachers due to a variety in grade levels, subjects taught, time allowed or devoted per subject or course, and class size combined with the emphasis on high stakes testing and content knowledge in other subjects. However, since all teachers have the potential to create integrated STREAMSS (science, technology, reading-writing/language arts, engineering, the arts, mathematics, and social studies) lessons, teachers may find the assistance they need by collaborating with teacher colleagues, connecting with parents and community members, and exploring available resources. A simplified “how to” list on creating a multidisciplinary lesson and examples of how STREAMSS concepts could be intertwined within and among topics is provided in this chapter.

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