National Center For Fair And Open Testing
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The National Center for Fair and Open Testing (FairTest) is an organization that advocates for fair and open student evaluations. It opposes the overemphasis on standardized testing in schools and believes assessments should be broad and measure skills like problem-solving, technology use, and presenting ideas. FairTest also opposes policies like No Child Left Behind and Race to the Top that tie high-stakes consequences to test scores. Instead, it proposes alternative assessment systems that utilize local evidence and performance assessments to evaluate students, teachers, and schools in a more holistic manner.
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Most urban schools are vulnerable to society's preconceptions or biases regarding race and ethnicity, income, and class. But problems affecting academic achievement are just as likely to begin in the schools. Teachers' low expectations for student performance, whether out of misplaced sympathy, burn-out or frustration, are self-fulfilling prophecies. Low expectations produce a correspondingly low level of curriculum that is taught in an unengaging manner, that results in low levels of student achievement.
We believe that reciprocal accountability is critical to creating schools that are successful in teaching and learning.
Urban schools, and public education in general, have been undergoing fundamental review. Broad and accelerating changes in society are demanding higher standards of performance than ever before from the nation's public schools. In response, national, state and local leaders are developing academic standards for what children should know and be able to do at specific stages in their education. Almost every state has adopted or is in the final stages of adopting standards, and many states are aligning teacher certification, testing and accountability provisions to the standards. Within this context, school districts across the country have decided to intervene and take an active role in addressing low school performance. The educational interventions are long overdue and welcome, if done well. The high visibility, take-charge leadership of some urban superintendents has a broadly beneficial result of increasing public confidence in urban public education. It is important, however, to explore these interventions to see if they result in serious improvement in teaching and learning in schools. It would be unfortunate if the only results were slightly improved standardized test scores that provided a positive "spin" for political leaders.
As school districts across the country began aggressive interventions in low-performing schools, we decided to examine these interventions and, at the other end of the spectrum, initiatives that recognize school success. This report describes, analyzes and draws lessons and recommendations from the current interventions, which are primarily district-led.
Source: https://ebookschoice.com/creating-schools-that-are-successful-in-teaching-and-learning/
Connecticut Core 2014
This document summarizes a presentation given by Jonathan P. Costa on the Connecticut Core Standards. It discusses both criticisms that have been levied against the Common Core Standards and counterpoints to those criticisms. Some of the criticisms addressed include that the standards lower the bar, that no teachers were involved in developing them, and that they represent a "big government takeover." The presentation provides counterpoints for each criticism and argues that the Common Core Standards are beneficial for students.
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School and Work and Life as Learning
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
CypherWorx OST Effiacy Study Results 2015
This document summarizes the findings of a data analysis conducted by Dr. James Marshall on a pilot study of six e-learning courses completed by 147 participants in San Antonio, Texas. The key findings were:
1) Participants showed statistically significant improvements on test scores from pre- to post-test across all six courses, indicating knowledge gains. Scores increased an average of 17.5% to 32.7% depending on the course.
2) Pre-test scores varied more than post-test scores, suggesting participants ended up with more similar levels of knowledge after completing the courses.
3) Participant demographics, such as age, education level and experience generally matched national averages for the afterschool field
Donatoni_A_Week6_AssessmentsPP
Assessments are important in early childhood education to identify students' strengths and weaknesses, place them in developmentally appropriate environments, and track their progress. Assessments help teachers modify their strategies to best benefit each child. They also allow teachers to communicate with families about learning progress and areas for improvement. While assessments inform instruction and support, they must be developmentally appropriate, culturally sensitive, and avoid stereotyping. Overall, assessments are a fundamental part of learning that help all stakeholders support students' academic success.
NASP CQ Nov. 2012
This document discusses the complex role that school psychologists play in facilitating transitions from high school to college for students with disabilities. It explores emerging issues related to documenting disability and accommodation needs for students transitioning to postsecondary education. Specifically, it notes the disconnect between disability eligibility criteria at secondary and postsecondary levels. It also discusses how alternative programs like dual enrollment and virtual schooling add complexity when considering responsibilities for accommodations. The document aims to provide recommendations to address these issues and support students' transitions.
Wsu Ppt Building District Data Capacity
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Creating an Ecosystem for School Reform
Creating an Ecosystem for School Reform discusses expanding ideas around practices, programs, and services to support student success. It proposes using a framework for Whole Child Education to plan school reform and provide equity. This involves understanding how trauma impacts student development and learning through things like poverty and adverse childhood experiences. It also involves translating trauma theory and ecological systems theory into classroom practices and a strategic plan for school reorganization focused on student and family needs. The goal is to expand visions of student success and accountability.
Jorge Cimentada- Master's thesis
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
Bridging The Communication Gap
The document discusses bridging communication gaps between schools and families through Positive Behavioral Interventions and Supports (PBIS) and family partnership programs. It provides an overview of the PBIS model and National Network of Partnership Schools (NNPS) framework for developing comprehensive family involvement. The document outlines six types of family partnership practices and how they can be connected to PBIS implementation and goals to improve student outcomes.
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As schools transition to higher, more rigorous standards, it is critical that parents are informed about what the transition means for their children, how tests (and homework) may look different, and what resources are available to help them be able to play an informed and supportive role in their students’ learning. On this webinar, leaders at the state and district levels shared concrete steps they took to leverage back-to-school to inform parents about the transition to College- and Career-Ready Standards. To ground the conversation in what parents are really saying about the standards and assessments, Michael Gilligan, Achieve’s Vice President for Strategic Initiatives, and Alex Bratty, a Partner with Public Opinion Strategies, a corporate and public affairs survey research firm, shared the latest research on what parents want to know about the transition to higher, more rigorous standards. Erin Hart and Christie Silverstein with Expect More Arizona’s Arizona Aims Higher Coalition then shared how this research propelled them to pivot from telling parents why the standards are important to informing parents about what is happening in classrooms and what they can do to help their students succeed. Throughout, speakers from the state- and district-levels shared best practices on how to engage parents and disseminate information and tangible resources that can be modified to share with parents. Related materials are at http://www.achieve.org/meetings-webinars
Advancing Meaningful Youth and Family Engagement - Professor Mark Weist
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National Center For Fair And Open Testing
- 1. National Center for Fair and Open Testing Mission: To ensure evaluation of students, teachers, and schools is fair, open, valid, and educationally beneficial Support Authentic Assessment and Accountability NCLB Reform
- 2. “A child is not a test score” Current Involvement: Chair the Forum for Educational Accountability which calls for a complete overhaul of NCLB Oppose “Race to the Top” Assessments as a Civil Rights Issue Oppose Graduation tests because research suggests it doesn’t result in better test scores or better results in college Oppose retention, solution should be “promote students but provide intensive support for those who are not doing well.” Favor a broad range of assessments
- 3. Race to the Top Makes high stakes testing issues worse Wrong to base teacher/principal pay on student test scores No data to support this performance pay works No national exams—will not reduce problems created by over emphasis on testing
- 4. Race to the top cont. Internationally, top ranked nations like Hong Kong, Finland do far less testing with lower stakes—focus on quality of teaching force and curriculum instead Continued over emphasis on test scores will limit the value of data systems
- 5. What they propose Authorizing 2007 proposal to fund states to create new systems that include performance assessments and the use of local and classroom evidence which measure how students: Use technology, solve problems, present and defend ideas
- 6. Who is “Fair Test?” Monty Neill, Ed.D., is currently Executive Director of the National Center for Fair & Open Testing (FairTest). Robert Schaeffer has served as Public Education Director was Editorial Writer at the NBC-TV affiliate in Boston, Research Director for the Massachusetts Legislature's Joint Committee on Human Services and Elderly Affairs, host of a talk show on a regional National Public Radio station, and writer for an alternative weekly paper.
- 7. Lisa Guisbond became interested ineducation policy as a public school parent with an interest in specialeducation. She is on the board of Citizens for Public Schools and is theprincipal author of the "Campaign for the Education of the Whole Child." David Mirabella works as the Office Manager and Program Associate at FairTest.