k-12

PASSED 6/1/00 BY OEA [Oakland CA Education Association] EXECUTIVE BOARD

Whereas standardized tests such as the Stanford 9 do not address the huge economic, social, cultural, and language disparities among the state1s student population, and;

Whereas these norm referenced tests are formulated to ensure 50% of test takers score below the 50th percentile, and;

Whereas the Stanford 9 is not aligned with the California State Standards nor with the curriculum, and;

Droppout Numbers in Boston Public
Schools
1996-2000

* Students who drop out of Boston's middle
grades make up an increasing proportion of all middle grades
dropouts in Massachusetts. In 1995-96, one fifth (20.2%) of
the state's middle grades dropouts came from Boston. In 1999-2000,
almost three fifths (58.2%) of the state's middle grades dropouts

Statement of the Problem

Missouri NEA recognizes the need for ongoing comprehensive evaluation of
student progress. However, high stakes decisions involving tracking, grade
promotion, admission to dual-credit courses and graduation based on a single testing event present major educational and motivational challenges.
Additionally, tests do not always measure what they purport to measure.

Position

United Educators of San Francisco:
February 2000 Delegate Assembly Meeting of the United Educators of San Francisco. UESF is a merged organization and belongs to both AFT and NEA.

MOTION INTRODUCED BY COALITION FOR EDUCATIONAL JUSTICE THAT OVERWHELMINGLY PASSED UNITED TEACHERS-LOS ANGELES HOUSE OF REPRESENTATIVES ON FEBRUARY 9, 2000

A Resolution of the Seattle Education Association
Passed at the November 20, 2000 Representative Assembly

By Monty Neill

The latest "school reform" scheme backed by politicians and business leaders who have never spent a day in a classroom teaching children is high-stakes testing -- requiring students to pass a standardized exam before they can be promoted or graduate.