JP Topics (Cheating (Stats: (According to one recent survey of middle…
It's become easier for students to cheat on everything from tests to homework, which causes them to not learn the material.
Many teachers are oblivious to the extent of cheating
“The lines did get a little blurry,” Alison Reed, 17, a senior, said.
“It’s seen as helping your friend out,” Daniel Kanovich, 17, a senior, said. “If you ask people, they’d say it’s not cheating. I have your back, you have mine.” (Yee)
"Most common of all, those who take exams in earlier class periods are expected to help their friends who take the same tests in later periods, several students said." (Yee)
According to one recent survey of middle schoolers, 2/3 of respondents reported cheating on exams, while 9/10 reported copying another's homework. (Jaffe)
According to surveys conducted by The Josephson Institute of Ethics among 20,000 middle and high school students, 64% of high school students admitted to cheating in 1996. That number jumped to 70% in 1998.
In a survey of 2,045 students in March 2012, 80 percent said they had cheated in one way or another. (Yee)
2010 survey of 40,000 high-school students found that 59 percent had cheated on a test during the previous year, with one in three admitting they had used the Internet to plagiarize — and one in four admitting they had lied on the survey itself. (Yee)
While about 20% of college students admitted to cheating in high school during the 1940's, today between 75 and 98 percent of college students surveyed each year report having cheated in high school. (Jaffe)
Definition of cheating:
"Academic cheating is defined as representing someone else's work as your own. It can take many forms, including sharing another's work, purchasing a term paper or test questions in advance, paying another to do the work for you." (Jaffe) This can also include copying homework off the internet or or sharing answers or material and changing it slightly to avoid being caught.
Systems that kids set up to cheat on tests or homework
Apps like photomath and Socratic
Websites such as Slader and sparknotes
Incentives for Cheating
“It’s like, ‘I’ll keep my integrity and fail this test’ — no. No one wants to fail a test,” he said, explaining how he and others persuaded themselves to cheat. “You could study for two hours and get an 80, or you could take a risk and get a 90.” (Yee)
Idea of survival at all costs (Yee)
How they affect loss of engagement for kids
Nathan Hale High school Juniors (Todd)
Teachers are forced to teach to the test, rather than teaching the material they feel is most important. This makes school robotic and less interesting for kids. This also teaches kids to learn for the test rather than to know the material. Understanding the matial becomes less important.
In a detailed October 2001 survey, from Fair Test., Miami-Dade teachers expressed strong opposition to the FCAT. According to the Miami-Dade County Public Schools Office of Research, 87 percent said decisions should not be based on a single test, though the FCAT is now a graduation exam.
Three-quarters believe classroom grades should determine student promotion, and two-thirds think grades should determine high school graduation. Eighty-two percent said the test unfairly impacts minorities, and 74 percent think there is too much teaching to the test, with 62 percent concluding this hurts the quality of education.
Sheer number of standardized tests. Students take an average of 113 tests from pre-K to High School, with 10-20 per year being the average (Kamenetz).
Affects health of children
Story of third grader Katie Wolf. Katie was sent home from Holiday Hill Elementary School in tears when her class was taking the FCAT (Florida Comprehensive Assesment Test). She realized that she had filled out nearly a third of the test wrong, but because she wasn't allowed to correct it, and the tests cannot be changed once they are sent to be graded, she had to sit and watch as her scores were reported as is. (Thompson)
The FCAT is extremely important for students in Florida. Those who don't pass it can be subjected to retention, andthose who do not pass the test in 10th grade cannot graduate high school.(Thompson)
A study of 3rd-6th grade students conducted in 2009 showed that 11 percent of the children surveyed reported severe psychological and physiological symptoms tied to state assesments.(Thompson)
“During the school year kids like myself are made to feel like FCAT is pretty much our life because of the constant pressure we have to make our teachers and school look good. So, if you don’t pass the FCAT in March you kind of feel like this dumb person. A lot of students in my school who don’t pass the FCAT are being held back now but during the school year they get As and Bs and I just think that isn’t fair.”(Stephens)
Marcel Wolfgang Dussard, 14
aspiring social worker,
Coral Springs Charter School
Students in Florida public schools are required to take the FCAT each year from grades 3-11. Each students score is combined to make an overall score for the school. The school recieves an overall letter grade A-F, depending on student performance and the degree to which the bottom 25% of the school has improved over the past year. The higher a school scores, the more funding it recieves. (Stephens)
This is inherently wrong. Logically, the schools with the worst scores should receive the most funding, so that they can use that extra money to try to help the kids who need it. Instead, Florida is giving all the extra money to the kids that dont needit who are already doing well on tests.
Taking advantage of the system
Test Retakes, use the example of Las Vegas High School, (Kamenetz) and also North Medford. This goes along with the loss of engagement, because kids no longer need to truly learn the material, they only need to see what they did wrong on the test.
At LVHS, the average first time pass rate of a required end of year final is 33% (Kamenetz)
Teaching to the test: Value added analysis, where teachers are paid based on student test performance.
Students are given a benchmark at the beginning of the year, ans well as a predicted score. At the end of the year, if they score higher than their predicted score, the teacher is deemed effective. If they score lower, then the teacher is deemed ineffective. (Dillon)
Sometimes, students are given predicted scores that are literally impossible, and even if they score perfectly on the test at the end of the year they count negatively towards their teacher. (NEED CITATION)
Increased class sizes
Loss of important classes and interest groups
Loss of engagement and desire to learn