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
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

A Call for an Authentic State-Wide Assessment System

Education Reform in Massachusetts began with high hopes. As educators, parents, and citizens, we believe those hopes have been eroded by the Massachusetts Comprehensive Assessment System (MCAS) tests. These tests have disrupted our classrooms and schools and diverted valuable resources away from efforts that put decision making more appropriately in the hands of local communities, schools, and teachers.

"Meritocracy's Crooked Yardstick"

The following excerpt is from the opening chapter of STANDARDIZED MINDS: THE HIGH PRICE OF AMERICA'S TESTING CULTURE AND WHAT WE CAN DO TO CHANGE IT by Peter Sacks. (Perseus Books, Cambridge, Mass., February 2000).

Statement of FairTest in Reaction to Pres. Bush Signing "Leave No Child Behind Act"

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

for immediate release January 7, 2002

Minimum Revisions Needed to Elementary and Secondary Education Act (ESEA) Testing and Adequate Yearly Progress (AYP) Provisions


Revisions are needed to the ESEA legislation now in Conference Committee in order to help strengthen the effort to improve schools' capacity to educate all children well by avoiding the dangers of too much testing, unrealistic adequate yearly progress mandates, and unfeasible "corrections" and sanctions. FairTest recommends that the Conference Committee adopt the following changes:

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