k-12

FEA Recommendations for Improving ESEA/NCLB

How Testing Feeds the School-to-Prison Pipeline

(note: this fact sheet is available for download as a print-formatted PDF file)

Recommendations for Overhauling ESEA/NCLB

The Forum on Educational Accountability has released its 2010 recommendations for the reauthorization of the Elementary and Secondary Education Act (ESEA), currently named “No Child Left Behind.” FEA prepared this summary of the recommendations. (PDF file)

Congress Needs a Different ESEA Blueprint

By Monty Neill, Interim Executive Director


This was posted on the National Journal blog at
http://education.nationaljournal.com/2010/03/sizing-up-the-new-blueprint...


The Obama Administration's "Blueprint for Reform" continues to rely far too heavily on standardized tests to control schools and define learning. As a result, it provides far too little reform of the discredited No Child Left Behind law (NCLB). Too much of this plan merely rearranges the deck chairs on the Titanic.

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

 

FairTest Reaction to President Obama's State of the Union Proposals on School "Reform"

for more information, contact
Dr. Monty Neill  (617) 522-0801
Bob Schaeffer  (239) 395-6773


for immediate release, Wednesday evening, January 27, 2010

A Child Is Not a Test Score: Assessment as a Civil Rights Issue

Monty Neill's article, "A Child Is Not a Test Score:
Assessment as a Civil Rights Issue,
" from the Fall 2009 issue of Root and
Branch
, is avaiable here.
 
Root and Branch, published by the Advancement

Position Paper on Assessment for Learning

from the Third International Conference on Assessment for Learning

Dunedin, New Zealand, March 2009

(NOTE: For a formated printable PDF of this document click here.)

Paying Teachers for Student Test Scores Damages Schools and Undermines Learning

NOTE: for a PDF formatted version of this fact sheet click here)

Independent researchers have found that evaluating and paying teachers for test scores is either damaging or irrelevant to improved learning.*  Unfortunately, even evidence of harm does not seem to affect the growing popularity of such schemes. Policymakers, including U.S. Education Secretary Arne Duncan, should stop promoting this failed approach.

FairTest Oral Testimony November 12, 2009

Thank you. My name is Monty Neill and I am the Interim Executive Director of FairTest, the National Center for Fair & Open Testing.

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