What do new assessments aligned to the Common Core tell us? Not much more than what we already knew.
Schooling Isn’t Learning, the Rewards to Better Schools Are Enormous, and Other Observations from Eric Hanushek
An interview about accountability, attainment, and more
SchoolGrades uses the results of state tests to create a comparable, A-F grading system for all public elementary and middle schools in the U.S.
Parents will soon receive for the first time their children’s scores on new tests aligned to the standards. The news is expected to be sobering.
New York state education officials said Wednesday that more than 200,000 students declined to take the state’s standardized tests this year, which represents 20 percent of those students eligible to be tested.
If the ESEA renewal processes gets across the finish line, the federal government will have much less power than it does today.
Yesterday the College Board released its newly revised version of the AP U.S. History framework.
If those in our nation’s capital want to modify federal education policy along lines preferred by the public at large, they will enact a law that resembles the bipartisan bill passed by the Senate.
Graduation rates don’t tell us very much about whether students are prepared for life after graduation.
A new report released by the National Center for Education Statistics finds that states vary in where they set their proficiency standards, reports Joy Resmovits. The study converted states’ cutoff scores on their own 2012-2013 state tests to where those scores would fall on the NAEP scale.
Massachusetts is moving to the new national standards and related tests. I prefer PARCC-Math over its predecessor, the MCAS-Math. Here are some of the reasons why.
Can the performance-contract approach of chartering be used to re-envision ESEA?
Is it possible to integrate human-graded assessments into online learning software?
District-level data from New York suggest that relatively affluent districts tend to have higher opt-out rates, and that districts with lower test scores have higher opt-out rates after taking socioeconomic status into account
Amid way too much talk about testing and the Common Core, not enough attention is being paid to what parents will actually learn about their children’s achievement when results are finally released from the recent round of state assessments .
It’s still too soon to gauge whether the opt-out movement is a true groundswell of opposition, a union-driven blip on the radar, or something in between.
To make sense of the facts, we need to look closely at the role of the teachers’ unions in New York and New Jersey.
The draft School Quality Snapshot says clearly and unambiguously that the days of measuring a school by academic performance in New York City are over.
The achievement scores of black, Hispanic, and low-income students have increased dramatically.
The Digital Learning Report Card looks at programs adopted by states to expand competency-based education.
I’m a strong supporter of assessments and accountability, and I wouldn’t opt out, but I think it’s unfair to discount the views of those who disagree.
In Louisiana, where the fight over Common Core has been particularly salient, the effect of the “Common Core” label was even more negative than in the American public as whole, and the impact on polarization was greater.
In the majority of classrooms, where opt-out appears likely to remain at low levels, the data strongly suggest that students sitting out of standardized testing will have only a trivial impact on the ratings received by their teachers.