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
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.
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.
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
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.