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This is the second of two arti cles that review re search in the early 1980s on American secondary edu cation. The first ar ticle, published in the October 1982 Bulletin, examined the main purposes, assumptions, and methods of 16 stud ies that are cur rently underway or very recently _completed.
_ This writer offers recommen dations that should ensure that stan dardized test re sults do not cause minority students to suffer educational inequities.
_ The essay test has the potential to remedy the dis crepancy between announced course objectives and the objective test items that supposedly measure attainment of those objectives, according to these writers. They pro vide guidelines for developing and ad ministering essay _ tests.
_ External tests do serve an important purpose, says this writer, who counters the rea sons most often cited by critics of such tests.
_School administrators need to demon strate that they are capable of being responsive to changing conditions and that produc tivity is improving if public concern with the schools is to be relieved, says this writer.
Procedures other than paper-and- pencil tests are needed to assess the full range of student achieve ments. This author reviews some of those testing al _ ternatives.
If the public high school is to adapt and respond to the demands of the 1980s, a new form of manage ment must be cre ated, according to these writers, who describe the pro gram operating in one high school.
Many secondary schools assign their counselors major responsibility for the gatekeeping and custodial re sponsibilities asso ciated with schedul ing, says this writer, who argues against that role and offers an alterna tive proposal.
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