Cohosted with
In this era of results-based academic accountability, teachers and their students spend class time taking—and preparing for—standardized tests. But just how much time? An inordinate amount? Does it vary by locale? What is the ideal amount of prep time? What are the policy implications for districts and states? The curricular and instructional implications? And what are the consequences for children, especially disadvantaged students?
For the first time, Teach Plus brings empirical evidence to the table with its new report, The Student and the Stopwatch: How Much Time is Spent on Testing in American Schools? The report examines district- and state-required testing in more than thirty urban and suburban districts nationwide, featuring input from more than 300 teachers.
Join the Thomas B. Fordham Institute and Teach Plus for a discussion on time-on-testing in American classrooms.
Please join the trustees of the Thomas B. Fordham Institute for light hors d’oeuvres and cocktails after the event.
PANEL I | |
 | Joseph Espinosa Instructional Coach, First Street Elementary Los Angeles, California  @TeachPlusLA |
 | Joe Gramelspacher Math Teacher, Crispus Attucks High School Indianapolis, Indiana @TeachPlusIndy |
 | Christina Lear English and Journalism Teacher, Herron High School Indianapolis, Indiana @TeachPlusIndy |
 | Dr. Joy Singleton Stevens Third-Grade Teacher, Double Tree Montessori School Memphis, Tennessee @TeachPlusMem |
Panel II | |
 | Celine Coggins CEO and Founder, Teach Plus @TeachPlus |
 | Dave Driscoll Chair, National Assessment Governing Board @GovBoard |
 | Andy Rotherham Co-founder and Partner, Bellwether Education Partners @arotherham |
MODERATORS | |
 | Alice Johnson Cain Vice President for Policy, Teach Plus @ALICEJCAIN |
 | Michael J. Petrilli Executive Vice President, Thomas B. Fordham Institute @MichaelPetrilli |