What if we create a common pool of test items that states would use on a voluntary basis?
Everyone would be well-served if they spent less time claiming this or that test result proved that a grand federal agenda was the right one.
We should recognize the government’s limited ability to collect, analyze, and make use of the extraordinary amount of information relevant to school quality and family preferences.
A new study by the Data Quality Campaign reviews school report cards issued by each state and finds many of them lacking.
As policymakers reconsider the “college for all” mindset, they face tough questions about what a high school diploma should mean and how best to ensure that every young adult has the chance to build a professional future that’s honored, fruitful, and rewarding.
States are now putting pen to paper on their accountability plans and many of them want advice about what to do.
Over-relying on test scores and declaring with confidence that we know what works and what doesn’t can lead to big policy mistakes.
Why has NAEP abandoned its foundational assessment and embarked on a new agenda?
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.