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


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.


Readiness Tests

The main reason for testing and evaluating students must be to improve student learning. Each year, however, public school students in the U.S. must take millions of standardized tests which are more harmful than helpful and which do nothing to improve the equality of instruction or learning for students.


Among the tests which are especially damaging to young children are readiness tests. Schools frequently use the scores from readiness tests to judge whether children are 'ready' for kindergarten or are 'ready' for promotion to first grade.

The Testing Explosion

America's public schools administer more than 100 million standardized exams each year, including IQ, achievement, screening, and readiness tests.

Much of the time and money devoted to testing is misspent. Too many tests are poorly constructed, unreliable, and unevenly administered. Multiple-choice questions cannot measure thinking skills, creativity, the ability to solve real problems, or the social skills we want our children to have. Moreover, many exams are biased racially, culturally, linguistically, and by class and gender.

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