Search Results for: node/virginia Schools

The Assessment Reform Network was formed at FairTest to support and enhance efforts by parents, teachers, students, civil rights groups and others to prevent and end the harmful use of standardized tests in public education, and to promote the use of authentic assessments in the classroom, district and state level. The goal of the network […]

for further information: Charles Rooney (857) 350-8207 eves. Bob Schaeffer (941) 395-6773 for use after 12:00am, October 7, 1998 More than 280 colleges across the U.S. now admit some or all of their applicants without regard to SAT or ACT scores, and many say the policy has increased both the diversity and the academic quality […]

February 3, 2005 Dear Senator/Representative: We are writing to share with you the attached statement from more than forty national education, civil rights, disability, children’s, religious, and citizens’ organizations. In order to achieve the No Child Left Behind Act’s goals of strong academic progress for all children and closing the achievement gap, Congress needs to […]

Status: Archived Subject: University Testing New evidence about the impact of affirmative action bans on minority enrollment in California and Texas confirms many of the worst fears of civil rights and admissions reform advocates. The data have spurred advocates of equity and excellence in higher education to begin overhauling admissions policies which rely heavily on […]

Testing Our Children: A Report Card on State Assessment Systems Introduction Standardized tests first rose to prominence in the 1920s, the era in which the “factory model” of education established clear dominance. They reinforced that mode of schooling, in which only a few children received a high-quality education, and they were used to sort students […]

SELECTED ANNOTATED BIBLIOGRAPHY ON LANGUAGE MINORITY ASSESSMENT 1995 Ascher, C. “Testing Bilingual Students: Do We Speak the Same Language?” PTA Today (March 1991, pp. 7-9). Discusses cultural and linguistic bias issues in bilingual testing, options for administering tests to bilingual students, and problems associated with these options. Includes a short description of an alternative, “dynamic […]

Status: Archived Subject: University Testing Results are in from the first round of test-optional admissions at Lafayette and Dickinson Colleges. Acknowledging the inability of the SAT and ACT to provide accurate information about student potential, the two highly competitive schools dropped their test score requirements in 1994 (see Examiner, Winter 1994/95). Both concluded that standardized […]

Status: Archived Subject: K-12 Testing In a series of statements and actions, the 2003 Representative Assembly (RA) of the National Education Association (NEA) moved forcefully to oppose the current version of the federal Elementary and Secondary Education Act (ESEA), known as the No Child Left Behind Act (NCLB). NEA opposition to NCLB has been growing […]

Status: Archived Subject: K-12 Testing FairTest Examiner, March 2009 Across North America, educators are resisting the imposition of unnecessary standardized exams. This January, the United Teachers of Los Angeles (UTLA) initiated a boycott of the school district’s “periodic” tests. Meanwhile, teachers in several Mexican states have organized widespread boycotts of their country’s national exam. And […]

for further information:Monty Neill (857) 350-8207Bob Schaeffer (941) 395-6773 for immediate release January 7, 2002 The legislation signed by President Bush should more accurately be labeled “Leave No Child Untested” or “Leave Many Children Behind.” This misguided federal mandate will most likely undermine, not improve, local school quality and student learning. States will be forced […]