ESEA testing proposals in one picture
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
Busting myths, but not much to cheer about
It’s fascinating—and telling—how rapidly the zillion issues tucked away in the Elementary and Secondary Education Act have been distilled down to arguments about testing.
All the pro-testing talking points you’ll ever need. Robert Pondiscio
The word around town is that support for annual testing among rank-and-file members of Congress—in both chambers and on both sides of the aisle—is dangerously low. They are constantly hearing complaints from their constituents about the overuse and abuse of standardized tests, and many are eager to do something about it.
As I wrote last week, with the ESEA reauthorization process heating up, lots of advocates are now trying to influence the congressional deliberations. Secretary Duncan weighed in this morning.
It was the best of times, it was the worst of times. Michelle Lerner, Robert Pondiscio, and Alyssa Schwenk
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
Over the past decade, the English government has revamped that country’s approach to school leadership. At the center of the reform is the sensible idea that school leadership needs to be a team endeavor. While not a new idea—there’s been for years plenty of discussion about “distributed leadership” on both sides of the pond—the Brits got busy actually making it happen as opposed to jawboning about it. Central to their leadership structure is the formalization of three levels of school leaders, each with distinct roles and responsibilities: headteachers who lead schools (equivalent to the principal’s role in the U.S.), senior leaders or deputy heads who assist the headteacher (similar to the vice principal role in American education but...
Opportunities abound if only Catholic schools will seize them. by Chester E. Finn, Jr.
Fordham Institute to evaluate Common Core assessments on quality and content alignmentPARCC, Smarter Balanced, ACT Aspire, and Massachusetts participating in landmark studyMedia Contact:Michelle [email protected]
Joe Sixpack: You’re not paying attention. And much of what you think you know is wrong. Morgan Polikoff
On Wednesday, CCSSO (the organization of state superintendents) joined with CGCS (the organization of big urban school districts) to announce joint plans to reassess and scale back testing programs.
Accountability works. But not in reading, which isn’t a subject or a skill. Robert Pondiscio
Testing works. Federal intrusiveness and poorly designed interventions are the real problem. Andy Smarick
The Education Trust has a proud and distinguished history. When the group got its start in the mid-1990s, achievement for poor and minority children was lagging, and the education policy community largely ignored their needs. Ed Trust changed all that with a single-minded focus on equity, hitched to the relatively new notion of school-level accountability.
Ed reform is dead. Long live ed reform. Chester E. Finn, Jr.
Every child should be in a school where he or she can learn effectively. That’s not a controversial goal in itself, but the methods meant to accomplish it can become hot buttons.
On September 9th, the Fordham Institute’s Mike Petrilli participated in an Intelligence Squared U.S. debate on the Common Core. These are his opening comments, as prepared for delivery.
Over the past four years on this blog, I’ve strived to advance a substantive conversation around standards and assessment through complex (and hopefully interesting) policy arguments. But finding new things to advance a discussion sometimes means losing sight of large and obvious things that need to be said over and over again.
Marc Tucker is the author of an important new report: Fixing Our National Accountability System. Although Marc and I disagree on the promise of Relinquishment (most specifically on charter schools), I agree with much of this thinking. But, in this report, Marc makes a strategic mistake in dismissing choice-based reforms. To put it another way: if there is a grand bargain to be made that significantly increases student achievement in the United States, it could look like this: Reduce testing frequency and increase testing rigor Improve the quality of the teaching force Increase charter schools and choice
I have a complicated relationship with testing.
I’ll have what she’s having.
A look at the most-recent evaluation of Florida's Tax Credit Scholarship Program shows some surprising findings with regard to math and reading scores.
A new Mathematica study persuasively puts to rest a common charge leveled at KIPP charter schools: that their test score gains are largely attributable to the attrition of their lowest-performing students. The authors compare nineteen KIPP middle schools to district schools and find no meaningful difference among those who walk in the door of each type of school.
The number of non-teaching staff in the United States (those employed by school systems but not serving as classroom teachers) has grown by 130 percent since 1970. Non-teachers—more than three million strong—now comprise half of the public school workforce. Their salaries and benefits absorb one-quarter of current education expenditures.
With the release last week of half of the test questions from the most recent round of New York State Common Core ELA/Literacy and math tests, we can now begin to see if the tests are, as
Monday’s Politico story on the messaging battle over the Common Core has kicked up another round of recriminations, particularly on the Right.
The second part of our look at the possible data correlation between eighth-grade proficiency and college remediation.