Study set on how ending history test to change school grades

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

JACKSON, Miss. (AP) — Mississippi's Board of Education voted Thursday for more study on how scrapping a required U.S. history test would affect school ratings.

The board directed an internal task force to study whether it's possible to stop the test without changing scores used to assign A to F grades to schools and districts. Changing scores is unpopular because the board might assign grades in a way that reduces A-rated schools and increases F-rated schools.

A state commission beneath the board previously voted to stop giving the history test, and public comment on the proposal generally favored the change. Students formerly had to pass exams in history, English, algebra and biology to graduate. Now, there are alternate routes to graduate, but some Mississippi students still don't earn a diploma because they fail one or more of the tests.

Teacher groups and others who say students are overtested are seeking the change.

The state can't drop any of the three other high school tests because they're federally required, but can stop giving the history test. However, the history test is counted in the state's grading system, and the federal government would have to approve any change to the grading system. No changes will take place this school year, but Mississippi would have to act early next year in time to win federal approval to drop the test in the 2020-2021 school year.

The U.S. history class would still be a requirement for high school graduation.


Web Only

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

To Address Chronic Absenteeism, Dig into the Data

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

5 Game-Changers in Today’s Digital Learning Platforms

Keep Your Schools Safe and Responsive to Real Challenges

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

3 Unique Learner Profiles for Emerging Bilinguals

Effective Questioning Practices to Spur Thinking

Empower Reading Teachers with Proven Literacy PD

Dyslexia: How to Identify Warning Signs at Every Grade

Increased Social Connectedness Through Digital Peer Learning

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >