The following language changes to Title I, Part A, section 1111 of NCLB would encourage more productive assessments:
1. Paragraph (b)(3) ACADEMIC ASSESSMENTS- Summary of key changes: limit mandated state assessments to three grade levels in reading/language arts and mathematics; clarify that assessments shall be standards-based, use multiple measures including performance assessments, and ensure assessment of higher-order thinking and learning.
The Senate Health, Education, Labor and Pensions (HELP) Committee will vote starting October 19 on a new NLCB/ESEA. The main bill, introduced by Chairman Tom Harkin (D-IA) and Ranking Member Mike Enzi (R-WY), is about as bad as NCLB. It will require tens of millions of new tests and a heavy reliance on test scores to judge teachers, principals and “low scoring” schools. Congress must hear your voice if we are to block the worst provisions and have a chance to win beneficial changes.
for further information:
Dr. Monty Neill (857) 350-8207
or Bob Schaeffer (239) 395-6773
for immediate release Wednesday, May 23, 2007
As U.S. Senate and House committees consider revisions to the federal “No Child Left
Behind” (NCLB) law, 128 national education, civil rights, religious, civic, labor and disability
groups have now signed on to a Joint Organizational Statement on NCLB, which states:
for further information: Dr. Hilda Crespo (ASPIRA) - 202-835-3600, Ext. 114 Dr. LaRuth Gray (NABSE) - 212-998-5137 or 212-998-5105 Dr. Deborah Ziegler (CEC) - 703-264-9406 Dr. Monty Neill (FairTest) - (857) 350-8207 for immediate release Tuesday, August 7, 2007 CIVIL RIGHTS, DISABILITY ORGS. CALL FOR “MULTIPLE MEASURES” IN “NO CHILD” OVERHAUL LEGISLATION; FORUM ON EDUCATIONAL ACCOUNTABILITY PRAISES GROUPS’ LETTER AND REP. MILLER’S LEADERSHIP ON THIS ISSUE
Despite the high-sounding political slogan used to promote the scheme, the test-driven education package Congress is about to pass will leave many children behind. Requiring states to test every child in grades three to eight every year in reading and math — and use the results to penalize schools that don't boost scores sufficiently — will not ensure high standards or real accountability.