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A Study on the Effects of the CRCT Cheating Scandal (Editing Sample)


This Paper did not meet the apa guidelines and had major grammatical errors when I submitted it and I did not pass my course. I am taking the class again and using the same paper and have been advised again of improper use of apa and major grammatical errors throughout the paper. This is the direction of how the paper should flow. Division of Chapter 1): Context of the problem (background information and introduction to the problem. 2). Statement of the problem 3). Specific research question and sub-questions to address the problem (what additional questions will your problem statement address; limit this to 2 or 3 sub-questions). Each sub-question is a chapter. 4). Significance of the study (Why is this study important? Who will benefit? 5). Research design and methodology (How will this research be conducted?) This section is used to describe and justify the research methodology used for collecting the data to answer the candidate's research question. 6). Organization of the study: (What each chapter will address). 
The Table of Content should show Chapter 1: Introduction and Background Chapter 2: Literature Review Chapter 3: Research Question 1 Chapter 4: Research Question 2 Chapter 5: Results and Findings Chapter 6: Conclusions and Recommendation


A Study on the Effects of the CRCT Cheating Scandal
Strayer University
EDU 590
June 17, 2014
Table of Contents
TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc405989823 \h 2
Chapter 1: Context and Background of the Problem PAGEREF _Toc405989824 \h 3
1.1Statement of the Problem PAGEREF _Toc405989825 \h 4
1.2 Research Questions PAGEREF _Toc405989826 \h 5
1.3 A description of the Major Research Questions PAGEREF _Toc405989827 \h 6
1.4 Study Significance PAGEREF _Toc405989828 \h 8
1.5 Research design and methodology PAGEREF _Toc405989829 \h 10
The Questionnaire PAGEREF _Toc405989830 \h 11
Ethical consideration PAGEREF _Toc405989831 \h 11
Data Analysis PAGEREF _Toc405989832 \h 12
1.6 Organization of the Study PAGEREF _Toc405989833 \h 13
Chapter 2: Literature review PAGEREF _Toc405989834 \h 13
2.1 Theoretical Perspective PAGEREF _Toc405989835 \h 15
Chapter 3: Research Question PAGEREF _Toc405989836 \h 16
3.1: Research question 1 PAGEREF _Toc405989837 \h 16
3.2: Research question 2 PAGEREF _Toc405989838 \h 17
Chapter 4: Results and Findings PAGEREF _Toc405989839 \h 20
Chapter 5: Conclusions and Recommendation PAGEREF _Toc405989840 \h 23
References PAGEREF _Toc405989841 \h 25
There is an increased rate of growth in academic dishonesty in the field of academia. Cheating compromises the fundamental purpose of education and the teaching process. Ithasled to the production of half-baked graduates from institutions since the students do not obtain the required standard of skills and knowledge. Academic dishonesty is known to affect not only the cheaters, but also the honest students who deserve the merits. Cheating creates a less conducive environment for honesty and brings about unfair competition. It is also known to undermine academic and slows down the pursuit of knowledge. Shockingly, the culprits are usually unapologetic and hardly regretful. This paper aims at the study of one of the biggest tests scandal in the country CRCT and to determine its implications for all the stakeholders. It also gives a literature review on the topic and data collection methods to be employed in the study. It finally provides an overview of the findings, recommendations and conclusion based on the study.
Chapter 1: Context and Background of the Problem
Analysis by the Atlanta Journal-Constitution detected statistical impracticality in the results and scores of the Criterion-Referenced Competency Test (CRCT). Investigations by AJC were done after a cheating scandal that involved both principals and teachers in Atlanta Public Schools was detected. The cheating scandal surfaced in 2009 after the schools allegedly cheated on the standardized state administered tests.
Georgia Bureau of Investigations was compelled by the expose to start an investigation. The outcomes implicated 45 out of 56 schools in the CRCT cheating. The survey also revealed more than 179 principals and teachers who were involved in correcting wrong answers entered by students. The scandal was so extensive that it is deliberated as one of the biggest in the United States’ history (Vogell, 2009).
The CRCT scandal set off a national argument as to whether using high stakes testing in holding academicians accountable through the 2001 "No Child Left behind Act," was effective. Teachers and principals who confirmed being involved blamed it on the immense pressure put on them by the district to meet the set objectives. They claim failure to meet the goals would otherwise result in termination of employment or inadequate evaluation (Flock, 2011).
Based on the results and scores of the standardized tests, before the expose of the scandal, the Atlanta Public Schools had recorded enormous improvements. The CRCT scores on the national assessment of education in the year between 2002 and 2009 pointed out the growth on the eighth graders by 14 points. This number was the highest increase in any urban area. The serving educational superintendent of that time, Hall Beverly, was accredited as the superintended of the year. Hall, through his lawyer, denied being aware of the cheating practice (Vogell, 2009); however, GBI report purported her knowledge if not her duty to know. She was later vindicated off the allegations in 2013.
The consequences of the scandal were immense; needy students from the schools were denied access federal financial aids. The scandal impacted negatively on their lives and studies. Parents were also victimized; the Atlanta Journal-Constitution reported that the scandal curtailed one mother’s search for reading support for her daughter whose performance was very low in her reading group. Her falsified results showed impressive performance but when she got to high school, this was disapproved as her reading competency could only be compared to a fifth grader (Atlanta Black Star, 2013).
Teachers from a hundred and eighty public schools in Atlanta were prosecuted in the courts under charges of cheating on the CRCT in the year 2009. It was not until recently that the tribunal hearing their cases issued a statement on whether they could be allowed back to teach. At least 25 teachers have already lost their jobs and are facing criminal charges (Atlanta Black Star, 2013). This research proposal is directed at studying the repercussions of the CRCT scandal on students, parents and teachers from the affected schools
1 Statement of the Problem
The CRCT cheating scandal, also considered the largest in the United States’ history, was exposed through the finding of Georgia Bureau of Investigations. The results of the bureau implicated more than one hundred and seventy-eight teachers and principals who were involved. The report points out that the administrators, teachers, and principals colluded in correcting wrong answers on the Criterion-referenced Competency tests (CRCT). They also covered up improprieties and penalized suspected whistleblowers. The exposé, as was seen, was a tacit call for politicians to do away with the stake tests, which rewarded and punished students and teachers based on test results. The scandal impelled excavation of a series of other scandals from various regions of the country and exposed the challenges facing public education due to much reliance on the standardized tests (Flock, 2011).
Driven by emotions and lack of sufficient information, politicians aimed at watering down the school system through implementation of an ineffective and authoritarian one size fits all education system. The United States Department of Education has been charged with the mandate of implementing the high-stakes tests and the NCLB act. The fate of students and teachers is determined by the results of these trials. This policy has led to psychological and physical breakdown of students, administrators, and teachers (Hassard, 2013)
In order to avoid and discourage such similar acts in the future, the culprits should be punished thoroughly. Most negatively affected are the students who got caught up in this broken education system. Emphasis should be put to ensure that children are all round in terms of reading, writing, and extracurricular activities. The implication is the need for review and improvement of the current education system in the country to do away with the culture of students reading just for the tests.
Academic dishonesty or any other form of cheating is immoral and must be disregarded at all costs. For successful transformation, the government needs to start working on the environmental challenges faced by the academic fraternity. The challenges faced by teachers and administrators somehow create a perfect cheating environment. The government is obliged to address this issue at a larger level, not only in Atlanta but also in all the other states. Even though the NCLB Act intends for education of all children, the implementation of the testing aspects is faulty. This research aims to investigate the effect of the "CRCT Cheating Scandal" on students, teachers and parents.
1.2 Research Questions
Primary question for this study is to discover The Negative Effect of the CRCT Cheating Scandal. It is, however, guided by the following questions.
1 To what extent did the CRCT Cheating Scandal affect Students in Atlanta?
2 In what ways were stakeholders impacted by the CRCT Cheating Scandal in Atlanta?
3 Explain the probable causes that prompt cheating by teachers on standardized examinations.
4 What were the consequences for the teachers implicated in the CRCT Cheating Scandal?
5 What measures should be undertaken to prevent incidences that led to the CRCT Cheating Scandal?
1.3 A description of the Major Research Questions
Apparently, promoting students to the next grades without determining their actual academic level is problematic. This problem is as a result of a few teachers who often mislead about their learners’ academic strengths and performance prior to promoting them to the next level. They do this by altering students’ test scores making them appear proficient that in most cases is contrary. Both scholars and teachers are deprived thechance to pinpoint and improve on their weaknesses. It also leads to loss of time because, by the time the child is in the 10th grade, it may be either too late or harder to assist him or her.
When one is not used to low grades, they adopt false confidence about their abilities based on the constant high marks awarded to them. According to (McCabe, 2009) it is impossible to quantify the adverse effects that such acts may have on suchstudents. Limited time is spent in elementary school before moving to high school. It istherefore,expected that while in elementary children have the best chance of developing numeracy, literacy, communication, and critical thinking skills through maximization of their experiences...
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