In the end, there were no agreements, but the teachers got issues off their chest, ranging from
concerns about test scores and the connection of tests to teacher evaluations.
Why did voters, incumbents, and potential challengers care
about test scores in 2000 but not in 2002, or in 2004?
She says she and her staff do
talk about test scores, constantly comparing themselves to other schools and striving to improve.
Although the current evidence based fad has turned into a
debate about test scores, this book is about using evidence to build and defend a model of teaching and learning.
Last year, the Center for Education Innovation created easy - to - read «education scorecards» for every school district in the state so that parents — many lacking high levels of literacy or regular access to the Internet — would have clear
information about test scores, graduation rates and teachers.
An inflated resume alone may be forgiveable, but Rhee's
lies about the test score gains under her teaching played a big role in how she did her job as the D.C. school chief.
Charter schools are notorious for
bragging about their test scores, but as the evidence proves, the tests themselves are designed to fail students who don't speak English and students who have more severe special education needs.
Center staff have recently led and / or participated in psychometric and research work for the PARCC consortium and states using PARCC content (i.e., Louisiana, Massachusetts) such as conducting analyses and advising on issues related to comparability of test scores across test forms with varying proportions of PARCC content, different administration modes, and other conditions that may impact the comparability claims that can be
made about the test scores.
While some commuters might happily spend their journey to work
chatting about the test score or listening to La Traviata on the stereo, others might be driven to distraction and disinclined to repeat the experience.
We don't really care
about test scores per se, we care about them because we think they are near - term proxies for later life outcomes that we really do care about — like graduating from high school, going to college, getting a job, earning a good living, staying out of jail, etc...
With all the media
chatter about test scores, merit pay, failing schools, and teacher quality, it's sometimes easy for those outside the school system to forget that it's people — just everyday people with a calling for education — who make up that system.
I hope this study causes a course correction in the school choice community on several fronts (understanding the costs of regulation, how we
think about test scores, the fact that all voucher programs are not created equal).
Earlier this year, Mike Petrilli wrote for
EdNext about the test score reports parents receive showing how their children have done on Common Core - aligned tests and at efforts to make these reports easier to understand.
Nor do I think that Rhee should have made her focus and success /
failure about test scores... simply put - it takes years to measure the success of a superintendent and new initiatives and Rhee was never given enough time to see them through... I'm not sure she even wanted to...
It's that Rhee lied about her performance as a teacher - she made very specific
claims about the test scores of the students she taught, and those test scores she was claiming were later determined to be false.
Gary: with all due respect for those who post here, thank you for your patience with nit - picking, e.g., we could argue interminably over the use of the terms «validity» and «reliability» and «bias» as they are used generally and as they are used in very specific ways by psychometricians when talking about the construction and administration of standardized tests and the inferences that could be
drawn about test scores.
«We care
about test scores as a way to measure whether kids are on the right track today, but what we ultimately care about is kids being happy and healthy, being good citizens and having access to good jobs,» said Taylor.
«I think the biggest thing is, we're now signaling to schools that it's not
all about test scores,» Minnich said.
In my experience, it is not unusual for teachers to 1) not really know that
much about the test scores they are attempting to explain, and 2) be civil toward me yet completely discount most of the questions I ask and the concerns I raise.
It would define «information» to include pupils» actual test scores or grades, the percentile or range into which those test scores or grades fall, or any symbol, color, logo, or other device to represent or convey any
information about test scores or grades.
Politicians «are
fussing about test scores,» Rebecca Lindsey, a kindergarten teacher in West Virginia, told me last February.
Or yell at people (Chris Christie), or make up facts (Stefan Pryor), or denigrate parents (Arne Duncan), or brag about taping the mouths of children shut (Michelle Rhee), or
lie about test scores.
Thus, when politicians or school officials
brag about test scores, the proper reaction from parents should be, «If that's what you're concerned about, I'm worried about the quality of schooling here.»
I understand that many reporters, foundations, and policymakers act like they mostly
care about test scores and these new results from DC have them all aflutter.