In 2009, the Atlanta Journal Constitution published a story alleging professional misconduct within the Atlanta Public School System. An analysis of CRCT scores showed a statistically improbably increase in performance in numerous schools. Further investigation revealed one of the largest cheating scandals seen in the US, where teachers had altered the students' answers to increase the school's overall scores. The motive was to avoid negative evaluations and to gain increased funding from the federal government.
Unfortunately, Atlanta is a microcosm for the United States. Further investigative journalism reports revealed scandals other cities.
Why is this happening? At the level of the individual teacher, there are some very easy to see answers. Many teachers said they were under an immense amount of pressure from the administration to improve their test scores or face termination. Raise test scores "at all costs." Others merely acted in a severely misguided and uttererly foolhardy attempt to improve their status and careers. At the administrative level, the false scores gave an improved status to the school; those with more ambition than sense viewed the scores as a way to apply for (and possibly win http://www.ajc.com/news/cheating-our-children-suspect-1427726.html) the Blue Ribbon Award. As previously mentioned, the schools and administrations would also benefit from the increased funding
The crux of the problem is that too much emphasis has been place on bottom lines. Funding, prestige, and employment all hang in the balance when the focus should be entirely on helping students succeed. High test scores may mean good things for the school in the short term, but when these cheated students are ready to enter the workforce they will be at a disadvantage compared to students who received adequate preparation from teachers who knew how to interpret test scores for their intended purpose.
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