Educational Leadership: My Position on Term Paper

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Indeed, Castagnero according to Fultz (2006) "believes that the FCAT is destroying children." She could be right after all. The stress children are exposed to as they prepare for this particular test is also an issue that should raise serious concern. All year long, children are constantly reminded of how critical the test is. In my opinion, no single test should be used to determine whether or not a pupil should proceed to the next level or not. As a matter of fact, the pressure to pass exams in this case is largely two way -- to students and to teachers. As Whitford and Wood (2010) point out, the FCAT (to most teachers) is a high-stress test with the potential of affecting morale in schools.

Personally, I strongly support end-of-course exams (in place of the FCAT) for students in grade 6 through 12. In my view, in addition to testing the level of performance of students at a specific date, end-of-course exams are relatively easy to administer.

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Further, it is also important to note that unlike the FCAT which attempts to measure small bits of everything from geometry to algebra to measurement of data, end-of-course exams largely focus on individual subjects. In an attempt to ensure that their students pass the FCAT, teachers are forced to take students through the relevant FCAT areas in absolute disregard for the specific subjects the said students are covering. This in my view gets in the way of an in-depth coverage of the most appropriate instructional material. In a way, this is a problem that could be easily solved by replacing the FCAT with end-of-course exams most particularly for students in grade 6 through 12......

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