k-12

ESEA Draft Rules

Update: Department of Education regulations on testing have been published. They are at http://www.ed.gov/legislation/FedRegister/finrule/2002-3/070502a.html

MCAS Gains are Unreliable Basis for "High Performing" School Awards; Annual Score Increases Often are Not Sustained

for further information:
Karen Hartke or Dr. Monty Neill
(857) 350-8207

 

 

for immediate release, Thursday, May 31, 2001
MCAS GAINS ARE UNRELIABLE BASIS FOR “HIGH PERFORMING” SCHOOL AWARDS;
ANNUAL SCORE INCREASES OFTEN ARE NOT SUSTAINED;
FAIRTEST ANALYSIS SHOWS YEAR-TO-YEAR CHANGES MAY RESULT FROM
“LUCK OF THE DRAW,” SMALL STUDENT POOLS, “LOSS” OF LOW-SCORERS

Testing Industry Not Competent to Handle Bush Exam Expansion Plan

for further information:
Dr. Monty Neill (857) 350-8207
Bob Schaeffer (941) 395-6773

for immediate release, Sunday, May 20, 2001

How "Improvement" Works in ESEA

Summary:

Both houses of Congress have included requirements in the reauthorization of the Elementary and Secondary Education Act (ESEA), which includes Title I remedial education, to test all students annually in grades 3-8 in reading and math, even though only 15 states now have all that testing.

Urban NAEP Scores Again Show Test-Driven Education Fails to Aid Neediest Students

for immediate release, Thursday, December 1, 2005

 

Today's release of National Assessment of Education Progress (NAEP) Trial Urban District Assessment results "shows once again that test-driven school 'reform' is failing to improve education for the nation's most needy children," according to Monty Neill, Ed.D., Executive Director of the National Center for Fair & Open Testing.

NAEP Reading and Math Score Trends Show State High-Stakes Tests and "No Child Left Behind" Fail to Spur Educational Improvements

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

for immediate release, Thursday, July 14, 2005 "The generally lackluster performance reported by the National
Assessment of Education Progress (NAEP) demonstrates the failure of the test-and-punish approach to meaningfully improve the quality of schooling for U.S. children," according to the National Center for Fair & Open Testing (FairTest).

"Stagnant results for 17-year-olds indicate that soaring high

Test Reformers React to New National Poll on "No Child Left Behind"

for further information, contact:
Dr. Monty Neill (857) 350-8207
or Bob Schaeffer (239) 395-6773

Reaction of Dr. Monty Neill, Executive Director of FairTest, to Pres. Bush's State of the Union Proposals

For further information:
Dr. Monty Neill (857) 350-8207

FairTest's letter to U.S. House education staff in response to a letter from Education Committee Chair George Miller

Date: July 11, 2007

Achievement Tests for Young Children

During the 1970s and '80s, the pressure for students to attain high test scores on standardized, multiple-choice achievement tests spread to the primary grades. Tests such as the California Achievement Test (made by CTB/McGraw-Hill) or Metropolitan Achievement Test (Psychological Corporation), which are supposed to measure students' skills in specific areas like math or reading, are now given as early as grades 1 and 2.

 

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