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Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry

Authors:

Rick Dyer ,

Granby High School, US
About Rick
A technology teacher at Granby High School in Norfolk, Virginia.
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Philip A. Reed,

Old Dominion University, US
About Philip
Associate Professor in the Department of Occupational and Technical Studies, Darden College of Education at Old Dominion University.
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Robert Q. Berry, III

University of Virginia, US
About Robert
Assistant Professor of Mathematics Education in the Curry School of Education, University of Virginia.
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Abstract

The national report A Nation at Risk (National Commission on Excellence in Education, 1983) sparked the standards based education reform movement in the United States. As a result of A Nation at Risk, the focus of education policy has shifted from school inputs to student outcomes, and from minimum competency to high proficiency standards (Lee &Wong, 2004). Accountability has become the focal point of these policy shifts. Many states have developed academic standards for students and relied on high stakes testing to measure and improve the quality of public education. The focus on accountability can be seen in the reauthorization of the Elementary and Secondary Education Act 2001, also known as No Child Left Behind (NCLB). NCLB places major emphasis on improving students’ achievement in the core academic areas of mathematics, science, language arts, and social studies, by demanding that all students make adequate yearly progress (AYP).
How to Cite: Dyer, R., Reed, P. A., & Berry, III, R. Q. (2006). Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry. Journal of Technology Education, 17(2), 7–17. DOI: http://doi.org/10.21061/jte.v17i2.a.1
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Published on 22 Mar 2006.
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