You can see a rationale for current trends toward measurement and accountability in everything from research funding to
educational testing in public schools.
Not exact matches
Here we find curriculum organizations, teacher education organizations, and
educational policy organizations working together against standardized
testing, the privatization of
public schooling, the
school to prison pipeline, advocating for parent and community involvement
in schools.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school choice and admissions work for all by Rebecca Allen, reader
in the economics of education at the Institute of Education, University of London;
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and
Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within -
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of
schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham;
Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer
in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and
educational consultant; Beyond the
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity
in Education, Kirstin Kerr, lecturer
in education at the University of Manchester and Chris Wellings, head of programme policy
in Save the Children's UK Programme; After
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school: Promoting opportunities for all young people
in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.
The awarding of scholarships by lottery created a rare opportunity
in educational research: a field experiment
in which students were assigned randomly to both
public and private
schools, thus allowing me to
test the effects of receiving a voucher and, more generally, to compare the performance of
public and private
schools.
Moreover,
in practice, the «choice» program has been plagued by lack of accountability (no state
testing requirements), fraud (private operators taking off with the state aid check, leaving the kids without a
school to go to, and MPS to try to deal with it), refusal to accept handicapped children, continued leeching off
public schools for lab courses, and — most significantly — absolutely no
educational advantage whatsoever for the «choice» students compared to their
public school counterparts, which was the ostensible justification for this whole fiasco
in the first place.
Another round of panic will set
in, fingers will point at America's
public schools, yet again, and we will, yet again (though hopefully not by the grace of more visionary
educational policymakers) look to even higher standards and better
tests to adopt, implement, and repeat, from the beginning — see # 1 above.
WHEREAS, the over-reliance on high - stakes standardized
testing in state and federal accountability systems is undermining
educational quality and equity
in U.S.
public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive
in a democracy and an increasingly global society and economy; and
Despite the painfully bad
educational outcomes
in many
public schools in ghettos across the country, there are also cases where charter
schools in the very same ghettos turn out students whose
test scores are not only far higher than those
in other ghetto
schools, but sometimes are comparable to the
test scores
in schools in upscale suburban communities, where children come from intact families with highly educated parents.
Because high - stakes
testing is so central to the entire apparatus of the corporate educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes Testing and Accountability in Public S
testing is so central to the entire apparatus of the corporate
educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the
tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes
Testing and Accountability in Public S
Testing and Accountability
in Public Schools.
Specific provisions included scholarships and loans to students
in higher education, with loans to students preparing to be teachers and to those who showed promise
in the curricular areas of mathematics, science, engineering, and modern foreign languages; grants to states for programs
in mathematics, science, and modern foreign languages
in public schools; the establishment of centres to expand and improve the teaching of languages; help to graduate students, including fellowships for doctoral students to prepare them to be professors at institutions of higher learning; assistance for the improvement of guidance, counseling, and
testing programs; provisions for research and experimentation
in the use of television, radio, motion pictures, and related media for
educational purposes; and the improvement of statistical services at the state level.
Those oh - so - elusive SBAC results: after millions of dollars squandered on broadband improvements, tedious
test prep, and time diverted from actual learning, our students, parents, and teachers have been prevented from getting the
test results because no one
in educational leadership today has figured out how to «spin» the results without facing the consequences of this poorly designed, invalid, questionably - standardized assessment that was perpetrated on our
public school students.
Flip through our complete summary of the high - quality empirical research conducted on
school choice programs to date, including evidence based on students»
test scores (of those using programs and those who remain
in public schools), long - term
educational attainment, integration / segregation, fiscal effects and students» civic values.
In a published report today in the CTMirror, the Executive Director of the Connecticut Association of Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testin
In a published report today
in the CTMirror, the Executive Director of the Connecticut Association of Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testin
in the CTMirror, the Executive Director of the Connecticut Association of
Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents
in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testin
in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC
Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC t
Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage
in some other educational activity for the eight to eight and a half hours of the SBAC testin
in some other
educational activity for the eight to eight and a half hours of the SBAC
testingtesting.
When future
educational historians look back at the last few decades of U.S.
public schooling, they will surely identify a system
in which students» scores on annual accountability
tests became, almost relentlessly, the prominent determiner of a
school's success.