k-12

Authentic Accountability (PDF)

The Value of Formative Assessment

The current wave of test-based "accountability" makes it seem as though all assessment could be reduced to "tough tests" attached to high stakes. The assumption, fundamentally unproven, is that such tests produce real improvements in student learning better than do other educational methods.

Letter in Opposition to Testing Head Start Children

Dear Representative:
As recognized experts in the fields of early childhood development and assessment, we write to express our concerns about plans proposed by the Head Start Bureau to implement a National Reporting System for all 4- and 5-year-olds in Head Start in the Fall of 2003. We agree in principle with the need to conduct ongoing child assessments. However, we are troubled by both the timing and structure of this new proposed effort.

National Assessment of Educational Progress and National Assessment Governing Board

 Link to National Assessment of Educational Progress and National Assessment Governing Board at http://www.nagb.org/

PURE testimony to the Senate Education Committee Subcommittee on NCLB

Presented by Julie Woestehoff, PURE executive director September 12, 2003

Introduction

High School Testing: Letter to Congress

February 3, 2005

Dear Senator/Representative:

Classroom Caste System

Washington Post Op. Ed. -- April 9, 2007
by David Keyes

Written five years ago to reduce the "achievement gap," the No Child
Left Behind Act has in fact created a gap in American education. Its
pressure to raise test scores has caused many schools to give poor and
minority students an impoverished education that focuses primarily on
basic skills.

Letter to the Nation

Here’s the letter FairTest submitted to the Nation
in response to the cover story on NCLB by Linda Darling-Hammond et el.

by Monty Neill

Forum on Educational Accountability Proposed ESEA/NCLB Amendments

pdf

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