Sentences with phrase «stakes accountability testing»

«High - stakes accountability testing and chronic workload are significant factors, which the National Education Union will work hard to address.»

Raise questions or complications to the exercise of standards, high stakes accountability testing, and their utility as policy levers and the entire exercise gets a lot less laudatory.

Since then, a review of the evolution of our assessment culture reveals the almost complete dominance of a blind faith that high - stakes accountability testing — local, state, national, international and interplanetary — is the way to improve schools.

The Winter 2014 issue of Education Next included a debate over the wisdom of a hiatus from high - stakes accountability testing while new standards and tests are implemented.

This increasing diversity of the school - aged population has occurred within the context of the standards - based education movement and its accompanying high - stakes accountability testing.

In this forum, Joshua Starr, superintendent of schools in high - performing Montgomery County, Maryland, makes the case for a three - year hiatus from high - stakes accountability testing while new standards and tests are implemented.

Massachusetts» largest teachers» union, in a highly unusual move, has launched a biting, $ 600,000 advertising campaign that attacks the state's high - stakes accountability tests.

PARCC will also replace the one end - of - year high stakes accountability test with a series of assessments throughout the year that will be averaged into one score for accountability purposes, reducing the weight given to a single test administered on a single day, and providing valuable information to students and teachers throughout the year.

The first two are high - stakes accountability tests, while the MAP test is usually given twice a year to benchmark student progress.

As a nation, we remain highly focused on performance on current high - stakes accountability tests.

FCAT Explorer is a free online educational program for Florida students that reinforces reading and mathematics skills outlined in the Sunshine State Standards (educational standards for the state of Florida) and that helps prepare students for Florida's high - stakes accountability test (Florida Comprehensive Assessment Test [FCAT]-RRB-.

Not exact matches

Collaboration with parents is vital to improving struggling schools, promoting educational equity, addressing the over emphasis on high - stakes testing, and increasing charter school accountability.»

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegAccountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability in high school can complement college preparation.

That goal is a forgone conclusion — a no - brainer — in these days of high - stakes testing and accountability.

But support for standards and accountability systems should not be equated with support for high - stakes tests.

I am a principal in Texas of one of the first grade 3 - 6 TEA approved Public school Virtual Academy - I would like some pointers when discussing accountability with potential parents who are opposed to high stakes testing and love our school this year but would rather their child not participate in the STAAR testing required by TEA.

In a time where high - stakes testing and accountability overwhelm new and veteran teachers alike, I want to empower teachers to feel confident in their abilities.

But nationally, there's a strong split between those who see their actions as an aberration and those who would convict right alongside them the accountability systems that have attached increasingly high stakes to standardized tests in recent decades.

Scores on high - stakes tests rose rapidly in states that were early adopters of school accountability, and Texas was no exception.

He also tackles the tough topics — standards, accountability, and high - stakes testing.

It is difficult for groups sometimes when you're assessing people who work together, who are part of the same profession, who are in very testing occupations where the accountability thing is really high stakes, it's difficult sometimes to shine the light that needs to be shone.»

When the MEAP high - school exam was a no - stakes test, students had no reason to try their best on the primary indicator of performance in the state's high - school accountability system.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability system.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

Test - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcoTest - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcotest scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcotest - score changes and later life outcomes.

The other five «decreasing» states all experienced greater gains than no - accountability states during the time that they introduced high - stakes testing; New York even beat the national average gain in every time period.

High - stakes accountability with annual tests that are not tied to course content (which reading tests are not) amounted to a tax on good things and a subsidy for bad practice: curriculum narrowing, test preparation, and more time spent on a «skills and strategies» approach to learning that doesn't serve children well.

Moreover, states differ in many ways other than their accountability provisions — ways that can make it difficult to isolate the impact of high - stakes testing.

If one wants to assess the effect of high - stakes testing, the obvious comparison is between states that adopted accountability systems and those that did not.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlAccountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlaccountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

In the push for accountability through high - stakes tests, many policymakers are inadvertently undermining high - quality teaching and learning.

Further, little is being done to ensure that the tests being devised for the new Common Core State Standards do not introduce a break in the continuous stream of accountability information essential for the evaluation of school and teacher performance (see this issue's forum, «Examining High - Stakes Testing»).

EW: What dies the NEA recommend, instead of high - stakes testing, to measure student progress and show more accountability?

«Today, curiosity, creativity, and ultimately genuine learning are at risk anywhere high - stakes testing, Big Data, and punitive accountability are the dominant drivers of what teachers and students do in schools.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

Uncoupling tests from high - stakes teacher accountability to preserve the case for higher standards, charters, and choice might be the reasonable way forward.

Standardized high - stakes tests also don't measure school improvement perfectly, and they shouldn't be the only accountability device we use.

Whatever you do, don't obsess or lament about high - stakes testing, deadbeat parents, unfunded mandates, or No Child Left Behind accountability.

High - stakes student accountability is more popular than the simple practice of publishing the average test performance of each school's students.

For challenges like large class sizes, high - stakes testing, and intense focus on teacher and administrative accountability, increasing success by all students means we must engage them into the learning dialog.

Rincón - Gallardo points to reform efforts like high - stakes accountability and testing as examples of bad educational change...

De Blasio and his schools chancellor Carmen Farina (right) have weakened accountability frameworks as part of a plan to «lower the stakes on testing.»

Brian Gill studies K — 12 education policy, including charter schools, educator effectiveness, and the implementation and impacts of high - stakes testing and other accountability regimes.

Much of what is wrong with test - based accountability is explored in articles found under The Case Against High - Stakes Testing

Because accountability depends greatly on the proper use of high - quality assessment, you should also visit The Case against High - Stakes Testing and The Case for Authentic Assessment.

One study suggests that the inappropriate reliance on high - stakes testing likely exacerbates the consistent problem of the exclusion of low achieving and special education students from state assessments used for school and district accountability.

He was lead author on a study of the implications of behavioral science research for accountability in schools, describing the ways that accountability can be broadened beyond high - stakes testing to incorporate professional accountability systems that simultaneously incentivize and support improvement in teaching.