Testimony of FairTest's Monty Neill to the Maryland Joint Committee on Education/Ways and Means

for immediate release, Monday, March 17, 2008

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The State of Teacher Education in California

4/21/04 v.4.4

The State of Teacher Education in California
A Report to Faculty, Students, and the Public


AIMS can be saved--make it

Arizona AIMS or Staford 9 Opt-out in English and Spanish

Dear Principal ___________________ and Superintendent ___________________,

Test Scores Unreliable Means of Assessing School Quality

High-Stakes Test-Based Accountability Policies: Problems and Pitfalls

High-Stakes Test-Based Accountability
Policies: Problems and Pitfalls

Anne Wheelock

In 1993, the Massachusetts Board of Education approved a policy
advisory for circulation to all school districts in Massachusetts.
Entitled "School Account-ability and Indicator Systems: Implications
for Policy Making in Massachusetts," the policy advisory
presented research on accountability policies and standards-based
reform. Among other findings, this policy advisory noted that:

MCAS Alert September 2000

FairTest / CARE (Coalition
for Authentic Reform in Education)

MCAS: Making the Massachusetts
Dropout Crisis Worse

“I think a lot of people are going to
drop out if they fail this test. If they feel they’re not
going to make it to college, why bother trying?”
- Lacy Langevin, New Bedford High School, Class of 2003

In Testing, One Size May Not Fit All

March 18, 2002
Peter DaSilva for The New York Times

PITTSBURG, Calif. — Kyle Stofle, a 10th grader at Pittsburg High School who has dyslexia and virtually unreadable handwriting, has been in special education since second grade. But Kyle, 15, has always expected to get his diploma along with the rest of the class of 2004.

The High Stake of High-Stakes Testing

The High Stake of High-Stakes Testing

Dave Orphal
Zoe Barnum High School


This article first appeared in Alternative Network Journal.

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