An Analysis On The Annual State Testing In U.S.

The United States encourage "freedom" at education. Whereas since the Second World War, the qualities of America's Education have been declining, so the United States launched many Education reform bill and Education reform. Such as: National Defense Education Act, No Child Left Behind. Those bills are involved in the act of exam about elementary schools and secondary schools in the United States. This is the basis of theory for implementing the annual state testing.This paper expands on the development of the state, implement, and test expounded, trying to talk about the influence of annual state testing in the education area. This paper is divided into two parts, one is that the author introduction mainly why this subject as a research subject. Firstly, for the annual state testing of the United States, there is no in-depth research of China, and then this is the author's research left a vast space. Secondly, the United States intimated the exam system of Asia for implementing the unified exams. Because the quality of education of the Asia is higher than the United States, especially in math. So the United States enact the policy about the examation in 2002.In implementing the annual state testing period, unified exam the policy for education effects to China's examination system reform has brought more revelation. So, for the American middle and primary school of state unified exam study whether in theory or in practice have realistic significance.The second part is the text, are divided into four chapters. The first chapter basically illustrates the state unified exam act implementation background. After the Second World War, American domestic rapid economic development, need science and math high-end talent. In addition, the Soviet Union during the cold war, the Soviet Union with god, the first satellite made Americans aware of their education quality has been in decline. Therefore, the United States launched a series of education reform policy, education policy for primary and secondary schools these implementation of state unified exam provides sufficient theoretical basis. The second chapter is expounded the main content of state unified exam and examination to the purposes and methods. Chapter 3 by way of case study state unified exam is expounded the concrete implementation. The fourth chapter based on the federal government, state education government and the reality of school oneself to evaluate state unified exam.