Much Pain, But No Gain

The term 'scientifically based' appears 115 times in the so-called No Child Left Behind law.

So we hope the U.S. Department of Education is paying close attention to scientific research on the central strategy of NCLB—high-stakes testing to increase math and reading scores—and whether it actually works.

Because the answer is, it turns out, no.

Three years ago, researchers at Arizona State University examined the impact of high-stakes testing, comparing scores in states that instituted such testing with those that didn't. They found the extra pressure on teachers and students made no consistent difference in test scores. Since then, other studies exploring the issue have found little to no effect on student achievement.

The latest national study, led by Sharon Nichols of the University of Texas, is by far the most systematic. It looked at several forms of high-stakes pressure, from graduation requirements to teacher penalties, and found no consistent link between that pressure and scores on the National Assessment of Educational Progress, the test often called "The Nation's Report Card." At the same time, the researchers reported that high-stakes testing may be increasing the dropout rate.

Nichols' conclusion: It's time to call a moratorium on high-stakes testing, because there is no scientific basis for thinking it leads to more learning. Click here to see the report.

Photos: Digital Vision