Across the nation,
state testing systems powerfully affect curriculum, instruction, school cultures, and the quality of education delivered to our nation's children.
Meanwhile, some states have required private schools accepting voucher students to participate
in state testing systems, blurring what had been a distinction between the two approaches.
In short, this evidence suggests that Americans have been wise enough to ignore the woefully misleading information about student proficiency rates generated by
state testing systems when forming judgments about the quality of their state's schools.
The Fordham Institute hosted a forum on the growing numbers of parents, educators and school administrators calling for a local «opt - out»
from state testing systems.
«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 middle school math.
State researchers have chosen to define adequacy based on selected student outcomes — more specifically on the number of students passing tests that were part of the
old state testing system, the Texas Assessment of Academic Skills (TAAS).
Development and implementation of common comprehensive assessment systems that replace existing state testing systems
Based on a strict interpretation of the federal education legislation passed by Congress in December and set for signing by President Bush this week, few states currently meet its requirements for an unprecedented expansion
of state testing systems.
Unlike most private schools, however, they are required to participate
in state testing systems and can be closed by their authorizers if they fail to meet performance goals.
Evidence suggests that Americans have been wise enough to ignore the woefully misleading information about student proficiency rates generated
by state testing systems when forming judgments about the quality of their state's schools.
«New York's
state testing system is among the most transparent in the country.
Their voice is essential to robust public debate about
the state testing system.
Regent Judith Johnson of Rockland County, left, named Monday to lead a «work group» looking into issues with
the state test system, speaks to members of the state Board of Regents during a meeting at the Education Department in Albany on Monday, April 18, 2016.
The Board of Regents» new leaders launched an inquiry Monday into the validity of
the state test system and its links to teacher evaluations, citing the need to rebuild public trust following a second annual round of massive exam boycotts on Long Island and across the state.
For example, although the schools CMU chartered were required by law to administer
the state testing system, the Michigan Educational Assessment Program or MEAP, the results were wholly inadequate for making high - stakes decisions like closing schools.
In other words, citizens appear to be evaluating schools based on local comparisons or on information provided by
their state testing system without taking into account the relative rigor of state standards.
And California's
state testing system will not report scores next year because of the transition to Common Core standards, which will make it even harder to track progress.
Many of
the state testing systems that Fordham is now anxious to impose on private choice students have been previously described as costly frauds by, well, Fordham itself.
It isn't the lack of I.Q. that created the mess in
state testing systems, rather the natural limitations of technocrats operating within a pluralistic democracy.
States must base «adequate yearly progress» primarily on the results of
the state testing system.
Although ESSA still requires
the state testing system provide data for teacher evaluations, the new law does not require states to set up teacher evaluation systems based on test scores.
Many states — including Connecticut, New York, and Vermont — have developed and use such hands - on assessments as part of
their state testing systems.