FEA

FairTest Key Recommendations to the Senate, October 16, 2011

FairTest key recommendations to the Senate, October 16, 2011:

Here are FairTest’s key points that should be part of a Senate bill. We rely in part on the recommendations of the Forum on Educational Accountability (FEA). We specifically respond to some of the points in the Harkin-Enzi bill to reauthorize NCLB/ESEA.

What Should Congress Do About Teacher Evaluation?

The Forum on Educational Accountability has published a public letter: What Should Congress Do About Teacher Evaluation? A Public Letter from the Forum on Educational Accountability.(PDF)

ESEA Reauthorization and Ending the "School-to-Prison" Pipeline: A Congressional Briefing

ESEA Reauthorization and Ending the “School-to-Prison” Pipeline: A Congressional Briefing

Sponsored by U.S. Senator Bernard Sanders

Friday, June 24, 2011, 11:00 – 12:00

Senate Dirksen Room 562

Overhauling ESEA to Improve Public Schools: FEA’s Reauthorization Proposals

Webinar May 9 on Forum on Educational Accountability recommendations for ESEA reauthorization

FEA: A Research- and Experience-Based Turnaround Process

June 17, 2010

FEA Recommendations for Improving ESEA/NCLB - Summary and Full

FEA Recommendations for Improving ESEA/NCLB

FEA Press Release on proposed "No Child" Overhaul

Forum on Educational Accountability (FEA)
http://www.edaccountability.org


for further information:
Bob Schaeffer (239) 395-6773
cell (239) 699-0468

for release at 1pm, Wed., March 17, 2010 panel – 1333 H St., NW, Suite 300, East Tower, DC

 

Potential Principles for Building High-Quality State Assessment Systems

 

The following principles are drawn from the report of the Expert Panel on Assessment of the Forum on Educational Accountability and represent a launching point from which conference discussions on what is necessary to construct high-quality assessment and accountability systems may begin.


1. Ensure all students have equitable and adequate access to the resources needed to succeed.


2. Construct comprehensive and coherent systems of state and local assessments of student learning that:

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