All children warrant a rich, meaningful public education that prepares them for the opportunities, responsibilities, and challenges that await them as contributing members of a democratic society and a global economy. Based on testing calendars, teacher testimonials, and applied research from other state and local mandated testing studies, this study found that the length of time students spend taking and preparing for the test is extensive. CBS News (2015) noted between 20-25 hours are spent by each student taking standardized assessments, according to a comprehensive report of 66 of the nation’s large-city school districts by the Council of the Great City Schools. Standardized assessments measure about 2.3% of the classroom period for the regular eighth-grader in public school. Between pre-K and 12th grade, administrators removed 112 mandatory standardized exams.
","abstract_html":"<p>All children warrant a rich, meaningful public education that prepares them for the opportunities, responsibilities, and challenges that await them as contributing members of a democratic society and a global economy. Based on testing calendars, teacher testimonials, and applied research from other state and local mandated testing studies, this study found that the length of time students spend taking and preparing for the test is extensive. CBS News (2015) noted between 20-25 hours are spent by each student taking standardized assessments, according to a comprehensive report of 66 of the nation’s large-city school districts by the Council of the Great City Schools. Standardized assessments measure about 2.3% of the classroom period for the regular eighth-grader in public school. Between pre-K and 12<sup>th</sup> grade, administrators removed 112 mandatory standardized exams.</p>","abstract_has_math":false,"creators":["Wright, Cathy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Dr. Efron","Dr. Rashid","Dr. Elkordy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-01T07:00:00Z","date_published":"2021-05-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Assessments","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/596","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Efron","Dr. Rashid","Dr. Elkordy"]},{"key":"dc:creator","label":"Author","values":["Wright, Cathy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-08-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessments","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/596"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["All children warrant a rich, meaningful public education that prepares them for the opportunities, responsibilities, and challenges that await them as contributing members of a democratic society and a global economy. Based on testing calendars, teacher testimonials, and applied research from other state and local mandated testing studies, this study found that the length of time students spend taking and preparing for the test is extensive. CBS News (2015) noted between 20-25 hours are spent by each student taking standardized assessments, according to a comprehensive report of 66 of the nation’s large-city school districts by the Council of the Great City Schools. Standardized assessments measure about 2.3% of the classroom period for the regular eighth-grader in public school. Between pre-K and 12th grade, administrators removed 112 mandatory standardized exams.
"]},{"key":"dc:title","label":"Title","values":["Are All These Elementary Assessments Necessary? Phenomenological Study of Standardized Assessments in the Elementary School Setting"]}]}],"canonical_facts":{"dc:contributor":["Dr. Efron","Dr. Rashid","Dr. Elkordy"],"dc:creator":["Wright, Cathy"],"dc:date.available":["2021-08-05T07:00:00Z"],"dc:description.abstract":["All children warrant a rich, meaningful public education that prepares them for the opportunities, responsibilities, and challenges that await them as contributing members of a democratic society and a global economy. Based on testing calendars, teacher testimonials, and applied research from other state and local mandated testing studies, this study found that the length of time students spend taking and preparing for the test is extensive. CBS News (2015) noted between 20-25 hours are spent by each student taking standardized assessments, according to a comprehensive report of 66 of the nation’s large-city school districts by the Council of the Great City Schools. Standardized assessments measure about 2.3% of the classroom period for the regular eighth-grader in public school. Between pre-K and 12th grade, administrators removed 112 mandatory standardized exams.
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