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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

By TAMAR LEWIN
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
Teacher
Zoe Barnum High School
orphald@eurekacityschools.org

Abstract

This article first appeared in Alternative Network Journal.

First, Do No Harm: A Response to the Proposed New York City Third Grade Retention Policy

[A Note from FairTest: this report focuses on New York City, but contains strong arguments and a good set of references.]Institute for Education & Social Policy Steinhardt School of Education New York University and National Center for Schools and Communities Fordham UniversityMarch 2004

"How to Improve High-Stakes Test Scores Without Really Improving"

by Richard L. Allington, Ph.D., University of Florida, in Issues in Education: Contributions from Educational Psychology. Adapted by CalCARE and FairTest.

Here are twelve strategies that have been used to improve test scores without improving achievement, as reported in research reports and media accounts:
1. Alter the answer sheets (cheat). Change kids' wrong answers to right ones. Or tell kids to only answer the questions they know and leave the rest blank. Then fill in the right answers for them.

"Meeting the Standards Will Not Guarantee Success"


Arnold Packer, SCANS 2000 Center,
The Johns Hopkins University
The High School Assessments Forum
Tuesday, October 21, 2003
Oakland Mills Interfaith Center

 

Thank you for the opportunity to come here today.

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