k-12

A Draft Alternative Approach to Accountability

 

Introduction:

At its best, the idea of adequate yearly progress (AYP) is an effort to prod schools, districts and states to identify and solve two kinds of problems: schools in which most students perform well but some students do not, particularly low-income or minority-group students; and schools in which most students do not meet high standards (using standardized tests or other measures, such as their school course work, or college entry or success).

What Superintendents Can Do to Promote Sound Assessment in Light of NCLB

Promoting Sound Assessment - a paper prepared by FairTest for the American Association of School Administrators, published on our website with permission.

By Monty Neill, Ed.D.
Co-Executive Director
FairTest

Instructionally Supportive Assessment: A Reply to the ISA Commission Report

by Monty Neill, Ed.D., Executive Director, FairTest

Performance Assessment Language for ESEA

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.

Refocusing Accountability: Using Local Performance Assessments to Enhance Teaching and Learning for Higher Order Skills

George H. Wood
Director, The Forum for Education and Democracy
Principal, Federal Hocking High School, Stewart, Ohio

Linda Darling-Hammond
Charles E. Ducommun Professor, Stanford University
Co-Director, School Redesign Network

Monty Neill
Co-Director, Fair Test (National Center for Fair & Open Testing)

Pat Roschewski
Director of Statewide Assessment
Nebraska Department of Education

May 16, 2007

Forum on Educational Accountability Materials

The Forum on Educational Accountability (FEA) has been formed to expand on and advance the ideas in the "Joint Organizational Statement on No Child Left Behind" to improve federal education policy. The Joint Statement has been signed by 143 national education, civil rights, religious, children's, disability, and civic organizations, representing more than 50 million members.

Curie High School Teachers to Refuse to Administer CASE tests

By George N. Schmidt
[The following article will be published on page one of the October issue of
Substance. Substance will be mailed to readers on Thursday, October 3, 2002].
Twelve English and Social Studies teachers from Chicago's massive Curie
Metropolitan High School have informed Chicago schools Chief Executive
Officer Arne Duncan that they intend to refuse to administer the controversial CASE (Chicago Academic Standards Examinations) tests in January 2003.

High Stakes Tests Do Not Improve Student Learning

A FairTest Report
by
Monty Neill, Acting Executive Director

January 1998

See related NAEP reading and math scores

Get Involved – Help Ensure Congress Overhauls No Child Left Behind

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. 

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

“We’ll have a graduating class of 10.”
- Crissy Rodrigues, New Bedford High School, Class of 2003

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