Instruct: Given a question, retrieve relevant passages that can help answer the question.
Query: When were standardized tests introduced in American schools?
Standardized testing has been a part of American education since the 1800s, but the widespread reliance on standardized is largely a 20th-century phenomenon. For instance the College Entrance Examination Board did not begin standardized testing in connection to higher education until 1900. The College Entrance Examination Board was established and in 1901, the first examinations were administered around the country in nine subjects. This test was implemented with the idea of creating standardized admissions for the United States in northeastern elite universities. Originally, the test was also meant for top boarding school in order to standardize curriculum.[10] With origins in World War I the Army Alpha and Beta tests developed by Robert Yerkes and colleagues.[11] Before then, immigration in the mid-19th century contributed to the growth of standardized tests in the United States.[12] Standardized tests were used in immigration when people first came over to test social roles and find social power and status.[13]
Standardization of batteries in the United States started in 1919, when the US National Bureau of Standards published recommended test procedures and standard dimensions of cells. American standards were revised several times during the following decades, as new sizes of cells were introduced and new chemistry developed, including chloride, alkaline, mercury and rechargeable types.
When testing came, Samaria did poorly. However, she did not despair. Samaria's situation helped confirm the fact that minority students were not doing as well on standardized tests because the test questions were not what black students were used to. The test itself was culturally oriented for the white students who received years of education that was superior to the education that black students received. Samaria was regarded as an intelligent student which confirmed the fact that black students were doing poorly on standardized tests because of their disadvantage in the school system, not because they did not have the intelligence to succeed.
The definition of a standardized test has changed somewhat over time.[5] In 1960, standardized tests were defined as those in which the conditions and content were equal for everyone taking the test, regardless of when, where, or by whom the test was given or graded. The purpose of this standardization is to make sure that the scores reliably indicate the abilities or skills being measured, and not other things, such as different instructions about what to do if the test taker does not know the answer to a question.[5]
The Harris government introduced several education reforms. The fifth year of high school in Ontario, (known as the OAC year), was eliminated. This created a double graduating class in 2003 (known as the "double cohort"). Harris introduced Bill 160, (the Education Quality Improvement Act), which mandated a standardized curriculum and province-wide testing for students. This included Grade 3 and 6 EQAO (numeracy and literacy) testing, as well as a Grade 10 Literacy test. Harris introduced a requirement for High School students to complete a mandatory 40 hours of volunteering in community service in order to graduate.
Sixth and seventh grades have been tested in reading and mathematics since 2006. Eighth graders are tested in: reading, writing, mathematics and Science. Beginning in the Spring of 2013, eighth graders, who are enrolled in Algebra I take the Keystone Exam for Algebra I at the end of the course. The testing of 8th grade in reading and mathematics began in 1999, as a state initiative. Testing in science began in 2007. The goal is for 100% of students to be on grade level or better in reading and mathematics, by the Spring of 2014. The tests focus on the state's Academic Standards for reading, writing, mathematics and science. The standards were published in 1998 and are mandated by the Pennsylvania State Board of Education. In 2014, the Commonwealth adopted the Pennsylvania Core Standards - Mathematics.
St Thomas Elementary School and Mercersburg Elementary School were listed among the 15% lowest-achieving schools in the Commonwealth. St Thomas Elementary School and Mercersburg Elementary School were also on the lowest-achieving schools list in 2011.
The Test Pilot School was created to formalize and standardize test pilot training in order to reduce the high accident rate during the 1940s and increase the number of productive test flights. In response to the increasing complexity of aircraft and their electronic systems, the school added training programs for flight test engineers and flight test navigators. Between 1962 and 1972, the test pilot school included astronaut training for armed forces test pilots, but these classes were dropped when the U.S. Air Force manned spaceflight program was suspended. Class sizes have been uniformly quite small, with recent classes having about twenty students. The school is a component of the 412th Test Wing of the Air Force Materiel Command (AFMC).
Validity, efficacy, and predictive power. Many contend that overuse and misuse of these tests harms teaching and learning by narrowing the curriculum. According to the group FairTest, when standardized tests are the primary factor in accountability, schools use the tests to narrowly define curriculum and focus instruction. Accountability creates an immense pressure to perform and this can lead to the misuse and misinterpretation of standardized tests.[46] FairTest says that negative consequences of test misuse include narrowing the curriculum, teaching to the test, pushing students out of school, driving teachers out of the profession, and undermining student engagement and school climate. Critics say that "teaching to the test" disfavors higher-order learning; it transforms what the teachers are allowed to be teaching and heavily limits the amount of other information students learn throughout the years.[47] While it is possible to use a standardized test without letting its contents determine curriculum and instruction, frequently, what is not tested is not taught, and how the subject is tested often becomes a model for how to teach the subject. Uncritical use of standardized test scores to evaluate teacher and school performance is inappropriate, because the students' scores are influenced by three things: what students learn in school, what students learn outside of school, and the students' innate intelligence.[48] The school only has control over one of these three factors. Value-added modeling has been proposed to cope with this criticism by statistically controlling for innate ability and out-of-school contextual factors.[49] In a value-added system of interpreting test scores, analysts estimate an expected score for each student, based on factors such as the student's own previous test scores, primary language, or socioeconomic status. The difference between the student's expected score and actual score is presumed to be due primarily to the teacher's efforts. Some teachers would argue that Standardized Test only measures a student’s current knowledge and it does not reflect the students progress from the beginning of the year.[50] A result created by individuals that are not a part of the student's regular instruction, but by professionals that determine what students should know at different ages. In addition, teachers agree that the best test creator and facilitator are themselves. They argue that they are the most aware of students abilities, capacities, and necessities which would allow them to take a longer on subjects or proceed on with the regular curriculum. Notable Opponents. In her book, Now You See It, Cathy Davidson criticizes standardized tests. She describes our youth as "assembly line kids on an assembly line model," meaning the use of the standardized test as a part of a one-size-fits-all educational model. She also criticizes the narrowness of skills being tested and labeling children without these skills as failures or as students with disabilities.[51] Widespread and organized cheating has been a growing culture in today's reformation of schools.[52] Education theorist Bill Ayers has commented on the limitations of the standardized test, writing that "Standardized tests can't measure initiative, creativity, imagination, conceptual thinking, curiosity, effort, irony, judgment, commitment, nuance, good will, ethical reflection, or a host of other valuable dispositions and attributes. What they can measure and count are isolated skills, specific facts and function, content knowledge, the least interesting and least significant aspects of learning."[53] In his book, The Shame of the Nation, Jonathan Kozol argues that students submitted to standardized testing are victims of "cognitive decapitation". Kozol comes to this realization after speaking to many children in inner city schools who have no spatial recollection of time, time periods, and historical events. This is especially the case in schools where due to shortages in funding and strict accountability policies, schools have done away with subjects like the arts, history and geography; in order to focus on the contest of the mandated tests.[54] Teachers are severely impacted on the success of their students' scores. In some cases, they have their entire career put on the line with how well their students' are testing. Up to half of a teacher's salary will be tied to how her students perform on the tests.[47] Schools that score poorly wind up being slated for closure or downsizing, which gives direct influence on the administration to result to dangerous tactics such as intimidation, cheating and drilling of information to raise scores.[47] Testing Minorities. Monty Neill, the director of the National Center for Fair and Open Testing, claims that students who speak English as a second language, who have a disability, or who come from low-income families are disproportionately denied a diploma due to a test score, which is unfair and harmful. In the late 1970s when the graduation test began in the United States, for example, a lawsuit delayed that many Black students had not had a fair opportunity on the material they were tested on the graduation test because they had attended schools segregated by law. “The interaction of under-resourced schools and testing most powerfully hits students of color”, as Neill argues, “They are disproportionately denied diplomas or grade promotion, and the schools they attend are the ones most likely to fare poorly on the tests and face sanctions such as restructuring.” [55] In the journal The Progressive, Barbara Miner explicates the drawbacks of standardized testing by analyzing three different books. As the co-director of the Center for Education at Rice University and a professor of education, Linda M. McNeil in her book Contradictions of School Reform: Educational Costs of Standardized Testing writes “Educational standardization harms teaching and learning and, over the long term, restratifies education by race and class.” McNeil believes that test-based education reform places higher standards for students of color. According to Miner, McNeil “shows how test-based reform centralizes power in the hands of the corporate and political elite-- a particularly frightening development during this time of increasing corporate and conservative influence over education reform.” Such test-based reform has dumbed down learning, especially for students of color.[56] On a student and educator level. There is criticism from students themselves that tests, while standardized, are unfair to the individual student. Some students are "bad test takers", meaning they get nervous and unfocused on tests. Therefore, while the test is standard and should provide fair results, the test takers are at a disadvantage, but have no way to prove their knowledge otherwise, as there is no other testing alternative that allows students to prove their knowledge and problem-solving skills. Some students suffer from test anxiety. Test anxiety applies to standardized tests as well, where students who may not have test anxiety regularly feel immense pressure to perform when the stakes are so high. High stakes standardized testing includes exams like the SAT, the PARCC, and the ACT, where doing well is required for grade passing or college admission. Standardized tests are a way to measure the education level of students and schools on a broad scale. From Kindergarten to 12th grade, students participate in required test taking. In that amount of time, the average student takes 112 standardized tests, which equates to about 10 tests per year.[57] At this rate, the average amount of testing takes about 2.3% of total class time.[58] Although standardized tests were designed to improve the education system, they are creating many negative effects on students and teachers.
Starting June 10, 1968, the Japanese Government passed the () which regulated all sources of air pollutants. As a result of the 1968 law, dispute resolutions were passed under the 1970 (). As a result of the 1970 law, in 1973 the first installment of four sets of new emissions standards were introduced. Interim standards were introduced on January 1, 1975 and again for 1976. The final set of standards were introduced for 1978. While the standards were introduced they were not made immediately mandatory, instead tax breaks were offered for cars which passed them. The standards were based on those adopted by the original US Clean Air Act of 1970, but the test cycle included more slow city driving to correctly reflect the Japanese situation. The 1978 limits for "mean emissions" during a "Hot Start Test" of CO, hydrocarbons, and NOx were of CO, of HC, and of NOx respectively. Maximum limits are of CO, of HC, and of NOx. The "10 - 15 Mode Hot Cycle" test, used to determine individual fuel economy ratings and emissions observed from the vehicle being tested, use a specific testing regime.
Standardized testing in Alberta was first known to be introduced in 1892 by the government of the Northwest Territories, of which modern day Alberta was originally part of. The government instituted the examinations as it sought to attain greater accountability and ensure its students were well regarded when applying to tertiary institutions. As a result, today the territorial governments of the Northwest Territories and Nunavut use the Alberta curriculum. There are two types of provincially administered standardized testing in Alberta and the territories: Provincial Achievement Tests (PATs) and Diploma Examinations (diplomas). Depending on the course, these tests may be administered in English or French. Alberta, out of all Canadian provinces has the most standardized testing procedure of any province. See also List of Canadian primary and secondary examinations. 
Standardized testing is a very common way of determining a student's past academic achievement and future potential. However, high-stakes tests (whether standardized or non-standardized) can cause anxiety. When teachers or schools are rewarded for better performance on tests, then those rewards encourage teachers to "teach to the test" instead of providing a rich and broad curriculum.[21] In 2007 a qualitative study done by Au Wayne demonstrated that standardized testing narrows the curriculum and encourages teacher-centered instruction.[22] As a result, standardized testing has become controversial in the United States.[23]
Most, if not all, teachers are held accountable for testing scores towards the end of the academic year. Because of this pressure, it compromises the pedagogy of teachers and the extent of teaching other subjects. Moreover, it is reported that the accountability that teachers are faced with contradicts their pedagogy resulting in teaching students in ways they don’t consider professional, conducive, and successful. This new unwanted adjustment in pedagogy, when narrowing down the extent to which teachers teach other subjects, leads them to emphasize on the specific test-worthy information that is likely to appear in multiple choice standardized tests. Consequently, the enormous amount of information that students need, and tend, to memorize for these multiple-choice tests, neglects them from material that involves critical thinking and problem-solving skills. In American writer, educator, and activist, Jonathan Kozol’s book, “Shame of the Nation: The Restoration of Apartheid Schooling in America”, he reinforces this matter when he describes this type of pedagogy as having “no theatricality”; thus, many times teachers choose subjects out of their interest. Although standardized testing allows for comparisons in regards to student achievement throughout a diverse number of schools, the pressure that teachers obtain for the accountability of high testing scores negatively affects students and their future lifelong skills.
The Higher School Certificate (HSC) was an educational attainment standard qualification in England and Wales, established by the Secondary Schools Examination Council (SSEC). The Higher School Certificate Examination (HSCE) was usually taken at age 18, or two years after the School Certificate. It was abolished when A-levels were introduced. The HSC made it compulsory to study a broader range of subjects, even though some students were strong in either the sciences or the arts and humanities. When A-Levels were introduced, pupils could study a narrower range of subjects in depth, chosen according to their strengths.
American Fork High School was ranked in the top-scoring 25 high schools in Utah, based on students' scores in Utah's Criterion Referenced Tests (CRT). The percentage of students who met proficiency standards were as follows: Language Arts 92%, Mathematics 45.6%, and Science 74.9%, all above average for the state. In addition, in 2011, 33% of seniors took one or more Advanced Placement test, with a pass rate of 78%.
Studies have shown that standardized testing is culturally biased. Factors such as race, class, school, learning environment, and the amount of resources available have great influence on students’ performance on these tests. In the Seattle School District, students take two major standardized assessment tests: the WASL (Washington Assessment of Student Learning) and SAT‘s (Scholastic Aptitude Test). The WASL is administered at the 3rd, 8th, and 10th grade levels, with 10th grade test scores determining eligibility for graduation. In 2006, 3/4 of the state's African-American population who took the 10th grade WASL failed at least one of the subjects required to graduate. Two-thirds of the Native American population were not on track to earn a high-school diploma. Neither were more than half of Latinos. High-stakes standardized tests are not a solution the breakdown of the education system. They increase the barriers for low income students and students of color to succeed, encourage schools to alter curriculum to match standardized tests, and take resources away from other programs to pay for testing and test prep.
"Federal Motor Vehicle Safety Standard (FMVSS) 222" was introduced in 1977, requiring passive restraints and more stringent structural integrity standards; this exempted the requirement of seatbelts in school buses with a gross vehicle weight (GVWR) of over 10,000 pounds. In 2011, FMVSS 222 was revised; to improve occupant protection in small (Type A) school buses, three-point seatbelts were required in new Type A school buses; the revision introduced testing standards for bus seats with 3-point seatbelts and anchor points for the optional installation of these seat-belt systems in large school buses. While previously reducing capacity by up to one-third, NHTSA recognized new technology that allows using seatbelts for either three small (elementary-age) children or two larger children (high-school age) per seat. In October 2013, the National Association of State Directors of Pupil Transportation Services (NASDPTS) most recently stated at their annual transportation conference (NAPT) that they now fully support three-point lap-shoulder seat belts on school buses.
The Classic Learning Test, or CLT, is a standardized test developed by Classic Learning Initiatives used for college admissions for a number of schools in Canada and the USA. Developed in 2015, introduced to provide an alternative to other standardized tests such as the SAT and ACT. As of 2018, the test was used by 140 colleges across the United States and a number of universities in Canada, including Redeemer University in Ontario and Prairie college in Alberta. Scored out of 120 rather than 1600 (SAT) or 36 (ACT), the CLT allows 120 minutes to complete the test. The test does not focus on the Common Core standards that the SAT and ACT are based on, instead focusing on western teachings by notable thinkers in western history. The CLT costs $54 dollars USD and is completed online. As it doesn't follow the common core standards, the CLT provides an alternative to students who are home-schooled or attend other alternate forms of education. As well, CLT10 for grade 9/10 students and CLT8 for grade 8 students are available as preparatory tests.
Parents and officials at the school, with the support of the school board, have challenged the state over standardized tests. In about 2005, the school decided not to administer the tests as required by the federal education law. After a visit from the state education commissioner, who threatened to revoke the licenses of the principal and superintendent, the school relented. But in early 2007, only 92 percent of eligible children at the school took the tests when many parents withheld their children from school during the testing. The federal No Child Left Behind Act requires schools to have at least 95 percent attendance when the tests are taken, so Marlboro was put on the state's list of schools that did not make adequate yearly progress. The school district has a policy allowing parents to refuse to have their children take the standardized tests.
Initially when the school was established only classes from kindergarten to 7th standard were operational. Gradually, more classes were introduced. The school now has full-time classes from kindergarten right up to standard 12 (Jr. College).
Virginia has a statewide system of support and accountability for its public schools. These standards hold the state accountable for rigorous academic standards, called the Standards of Learning (SOL). Success is measured through annual SOL testing and also through alternative testing.
The standards test students in English, math, science, and social studies. Tests are conducted at the end of 3rd, 5th, 8th grade, and at the end of some high school courses in all subjects, but English and math are tested in grades 3-8, and also at the end of some high school courses. Testing depends on the curriculum, and can occur at any grade level according to what the curriculum says. 
In 2001, there was parental resistance to the Standards of Learning, or SOLs, saying they were unrealistic goals. By 2004, students were required to take a series of 11 exams that were all based on the SOLs. By 2007, in order for a school to keep its accreditation, they must have a 70% pass rate of the SOLs among their students. They also argued that the tests did not accurately match what was in the curriculum. 
As stated by the Standards of Learning Objectives, "The Standards of Learning Program Establishes a framework for general education in the public schools in Virginia. It includes objectives to help students acquire the knowledge, skills, and attitudes believed necessary for further education and employment." 
When the standards were first implemented, some veteran teachers saw them as a loss, while some inexperienced teachers viewed them as a gain to the educational system. Losses might include things like a sense of a loss of power, and gains might be seen as things like a great opportunity for collaboration between teachers.
The major goal of having standards for curriculum is to create quality American schools. Diane Ravitch is one of the predominant people to help write the standards, and she says that "standards give clear expectations for students, teachers, parents, colleges, and employers that will result in improved student achievement".
A 2005 study by J. Thomas Kellow and Brett D. Jones looked at the effects of self-fulfilling prophecy on African American and Caucasian high school freshman students. Both white and black students were informed that their test performance would be predictive of their performance on a statewide, high stakes standardized test. They were also told that historically, white students had outperformed black students on the test. This knowledge created a self-fulfilling prophecy in both the white and black students, where the white students scored statistically significantly higher than the African American students on the test. The stereotype threat of underperforming on standardized tests effected the African American students in this study.
In the 2015 Legislative session, K-12 funding was the paramount issue. In the end over $1.3 billion was added to the K-12 budget. While the funding battle raged on for a record long 3rd special session, Reykdal continued his drive to pass a bill to dramatically reduce the number of standardized tests being offered in Washington’s high schools. Reykdal partnered with the Office of Superintendent of Public Instruction to put forward HB-2214. The bill would reduce tests, save nearly $30 million every biennial budget cycle and would provide students with new alternatives to graduate when they didn’t meet a college-ready standard. Reykdal proposed that students be able to take “transition courses” in their senior year as an alternative to passing standardized test retakes and other third-party assessments and evaluations. He argued that the alternatives were expensive to taxpayers, inconsistent from district to district, and they were already proving to be a major barrier for students who were required to pass a biology exam for graduation. The transition courses were proposed because the State had already adopted a new 24 credit high school diploma requiring students to take more math and science. So Reykdal and OSPI proposed that those courses be aligned to the standards that were being tested already. Students would then need to pass rigorous courses to graduate instead of passing more tests.
The concept of synthetic biodegradable plastics and polymers was first introduced in the 1980s. In 1992, an international meeting was called where leaders in biodegradable polymers met to discuss a definition, standard, and testing protocol for biodegradable polymers. Also, oversight organizations such as American Society for Testing of Materials (ASTM) and the International Standards Organization (ISO) were created. Large clothing and grocery store chains have pushed to utilize biodegradable bags in the late 2010s. Biodegradable polymers also received notice from various fields in 2012 when Professor Geoffrey Coates of Cornell University received the Presidential Green Chemistry Challenge Award. As of 2013, 5-10% of the plastic market focused on biodegradable polymer derived plastics.
It is thought that the first school in the USA to introduce RFID technology was Spring Independent School District near Houston, Texas. In 2004, it gave 28,000 students RFID badges to record when students got on and off school buses. This was expanded in 2008 to include location tracking on school campuses.
Parents protested in January 2005 when Brittan Elementary School issued RFID to the students. Administrators at a school in Sutter, California, were offered money to test RFID from InCom and issued RFID-chipped ID tags to students. Students and parents felt they were not fully informed about the RFID and questioned the tactics the school used to implement the program, and the ethics of the monetary deal the school made with the company to test and promote its product. Parents quickly squashed the program with help from the American Civil Liberties Union.
Total funding per pupil was increased by over £300 million in real terms between 1997 and 2001, while the number of 5, 6, and 7 year olds taught in classes of over 30 was reduced by 450,000 during that same period. 5,000 more nurse training places were established from 1997 to 2001, while pay for nurses was increased by three times more than inflation during that same period of time. Charges on eye tests for older people were abolished,and the National Foundation of Youth Music was established to provide children with after-school musical activities and training. Supporters Direct was established to assist football fans in establishing mutual trusts to enable them to take “a greater financial stake in their clubs and have a greater say in how they are run.” The average wait from arrest to sentencing for young offenders was reduced from 142 days to under 100 days, the Stephen Lawrence Inquiry was established, and new offences of racially aggravated violence, harassment and criminal damage were introduced. The School Standards and Framework Act of 1998 included policy developments such as action to raise school standards, a new framework of community, foundation, and voluntary schools, and measures to reduce class sizes for 5-year olds. As a means of improving primary school standards, a daily literacy hour and a National Numeracy Strategy were introduced. In addition, free nursery places for four-year-olds were introduced.