Sentences with phrase «stakes testing all»

One reason is that it can be hard, especially with No Child Left Behind Act requirements and high - stakes testing, to find teachers willing to take on the extra work of learning a second or third year of curriculum.

All told, jigsaw learning is a counterweight to the high - stakes testing culture that too often tears kids apart instead of stitching them together.

Margaret Raymond and Eric Hanushek harshly criticize (see «High - Stakes Research,» Feature, Summer 2003) our study of high - stakes testing policies.

Other provisions of the law concern the union as well, such as the emphasis on high - stakes testing and requiring all students to meet the same standards.

Members of the forum include the 3.2 million - member National Education Association, based in Washington, and the National Center for Fair & Open Testing, or FairTest, a longtime critic of high - stakes testing, based in Cambridge, Mass..

As policymakers continue to pursue measures that tie crucial decisions about students to tough new assessments, the National Research Council is sounding a warning about the use of such high - stakes testing.

Similar to the U.S., China's places great value on high - stakes testing, particularly at the high school level.

Not a single one provides evidence of harm following the introduction of high - stakes testing.

Nearly one - third of all fourth - and eighth - grade students in Louisiana may be held back this year because of the state's new high - stakes testing program designed to boost student competency in basic skills.

Some high schools will adopt their own high - stakes testing systems to measure and reward productivity.

To assess the latter, let's focus on the eight states where Amrein and Berliner concluded that 4th - grade math scores decreased following the introduction 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.

A forthcoming study by a pair of Stanford University researchers is further stoking the debate over whether states» high - stakes testing programs can positively affect academic achievement.

A primary focus of his work has been the impact of high - stakes testing.

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.

It's now opposed to high - stakes testing and the use of test scores in teacher evaluations.

These efforts follow a series of studies of high - stakes testing programs in which Koretz found that teachers often respond in ways that produce serious inflation of scores.

In this edition of the Harvard EdCast, Kamenetz sits down to discuss high - stakes testing in American schools and the effects it has on children, teachers, and society.

Three of the eight states — New Mexico, Oklahoma, and West Virginia — adopted high - stakes testing during the 1980s.

Assigning a failing grade to a school as a result of high - stakes testing may be politically embarrassing, but it usually has no effect on school budgets and almost never has any meaningful consequences for individual teachers.

«The notion of high - stakes testing was brought on as one component of Louisiana's overall reform efforts and not in isolation,» said Scott Norton, director of standards and assessments for the Louisiana Department of Education.

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.

Perhaps the most concerning part of these developments is that our technology for high - stakes testing mirrors our technology for intelligent tutors.

After all, the Arizona State shop promises that this is just the first of many annual reports on the impact of high - stakes testing.

In this era of high - stakes testing, Perkins cites a school that has emphasized diagnostic testing as a tool for individual students to understand their progress and to determine what to focus on next.

It is reasonable, then, to wonder whether we need to abandon high - stakes testing altogether or whether better tests and smarter measurement of school and educator performance might help address the failings that Koretz describes.

That is what the flag carriers of high stakes testing just don't get.

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.

In a recent Education Next review («A Gloomy Perspective on High - Stakes Testing», vol.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

But our results are consistent between the FCAT and the Stanford - 9, indicating that there have been no serious manipulations of the high - stakes testing system.

High stakes testing policies requiring students to pass standardized tests for promotion and graduation deepen educational inequity between whites and minorities and widen the educational gap between affluent and impoverished students, according to two studies of education reform in Texas.

The interpretation of this so - called Texas miracle, however, is complicated by studies of schools» strategic responses to high - stakes testing.

And unfortunately, data limitations preclude us from looking at prior cohorts of students who were not part of the high - stakes testing regime.

These days, he's jumping into a new research project based in Texas and Massachusetts that looks at the impact of high - stakes testing on outcomes other than the actual test scores.

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.

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.»

The title of his latest book telegraphs where Harvard education professor Daniel Koretz stands on one of today's most contentious schooling issues: high - stakes testing.

If standardized testing is too caught up with traditional modes of judgment that make no sense to assess the present day student, then one has to hope that the high stakes testing system will innovate sometime soon.

Downshifting: Teaching (for Understanding) in a Lower Gear An expanding curriculum and high - stakes testing drives many teachers to just «cover the curriculum.»

Koretz bluntly states that high - stakes testing has been «a failure» and «the side effects have been massive... [I] t would be hard to justify continuing with an approach that does so much damage while creating so little benefit.»

In a high - stakes testing climate like the one many of today's teachers contend with, it's easy to think that the related rhetoric signifies high expectations.

As a consequence, in some years the high - stakes testing took place just before the start of daylight savings time, when pre-school daylight was highest; in other years, the high - stakes testing took place just after the start of daylight savings time, when pre-school daylight was nearly an hour less; and in still other years, the high - stakes testing took place a month after the start of daylight savings time, when pre-school daylight was somewhere in the middle.

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

Certainly I do, but I question whether high - stakes testing is the only way to create change in schools, and I wonder whether this testing will, in the end, serve the best interests of all students.

New Book from The Civil Rights Project Highlights the Limits of Test - Driven Reforms A new book from The Civil Rights Project at Harvard University finds that the current overreliance on high - stakes testing threatens to deepen America's educational inequities.

As our country continues to embrace high - stakes testing, and the conversation sometimes veers too far from children to test scores, let's all try to remember students like Anna.

These efforts follow a series of studies of high - stakes testing programs in which...

The effects of high - stakes testing programs on outcomes such as retention, graduation, and admission into academic programs are different from the results of using grades alone.

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.