Dr. Jorgenson's article published in "Principal" magazine
Posted May 17, 2012
To achieve perpetually better test results each year as mandated by the No Child Left Behind Act, teachers in successful schools like Leroy Anderson Elementary in San José, California, will “try anything” to raise scores, as the school’s principal stated in her interview with The San José Mercury News. In schools across my state for the past decade, the same single-minded determination to improve outcomes feeds a relentless focus on teaching to the test that, to the dismay of many teachers, builds low-level skills such as memorization and recall at the expense of higher-order aptitudes—and at a tremendous cost to our community and future.
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