A school’s results matter in the real world, more even than the gains its students made while enrolled there.
States should use proficiency rates cautiously because of their correlation with student demographics and prior achievement—factors that are outside of schools’ control.
Wells Fargo is learning a hard and correct lesson—that performance incentives need to be realistic, that results must be checked, and that managers must question rosy results.
Students who learn to work with complex texts during their K–12 years can handle the demands of college reading. Those who haven’t cannot.
Our next President will be forced to make a number of important education policy decisions almost immediately upon taking office.
It’s easy for policymakers and the public to embrace high standards in principle. But when policymakers seek to hold students, teachers, and schools accountable for those standards by using the results from aligned assessments, support is far more likely to falter.
The leadership of an urban district should ask state policy makers for permission to apply charter-type accountability to all schools in the district.
States now enjoy a freer hand to decide how they want to rate their schools. What should they do?
NAEP proficient is not synonymous with grade level. It is a standard set much higher than that.
NAEP’s achievement levels, especially “proficient,” do expect a lot from American schools and students, but proficiency in twelfth-grade reading on NAEP equates pretty closely to college readiness.
Massachusetts compares the validity of two standardized tests
Accountability plans must ensure that every student gets the broad knowledge and vocabulary that remain the unacknowledged drivers of language proficiency
Does the political will exist to maintain higher standards? And does the capacity exist in K–12 education to raise significant numbers of American children to meet these standards?
Substantial gains in decoding have shown we can get kids to the starting line. But we’re leaving them stuck there.
Most of today’s K–12 accountability systems are, themselves, persistently underperforming.
It’s critical that NAEP’s math (and reading and writing) frameworks not flex with recent changes in standards, curriculum or pedagogical emphasis.
A new report looks at how public education is delivering on the promise of educational opportunity in 50 mid- to large-sized cities in the United States.
The most honest approach is to reserve judgment until more sophisticated analyses emerge and wait for 2017 to see if these numbers are a one-time blip.
Scores on the NAEP test, sometimes called the Nation’s Report Card, were released this morning and the results were not good.
If the Obama Administration Wants Fewer Tests, It Will Have to Give Up On Test-Based Teacher Evaluations
Either you can reduce testing, or you can continue to demand test-based teacher evaluations in all subjects. It’s one or the other.
Texas system had mixed effects on college graduation rates and future earnings
In anticipation of new NAEP scores coming out this week, I thought it would be useful to spend some time reflecting beforehand on what we know on a macro scale.