New directions in
statewide reading assessment.
Changing
statewide reading assessment: A case study of Michigan and Illinois.
Theory and practice in
statewide reading assessment: Closing the gap.
In most states, the majority of students with disabilities took
statewide reading assessments in the 2003 - 04 school year.
Given that BNR was written in Illinois, and Michigan was promoting a similar conceptualization of reading through its new definition, it is not surprising that these two states led the way in developing
statewide reading assessments that better reflected constructivist reading theory and knowledge (Valencia, Pearson, Peters, & Wixson, 1989; Wixson, Peters, Weber, & Roeber, 1987).
Not exact matches
He was very clear that he still favors annual
statewide assessments in
reading and math (3 — 8 and high school).
These new systems depend primarily on two types of measurements: student test score gains on
statewide assessments in math and
reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.
The chiefs are standing behind the key accountability elements of NCLB: the annual administration of
statewide reading and math
assessments in grades 3 — 8; the disaggregation of results; the annual determinations of school and district performance; and the identification of and intervention in persistently low - performing schools.
Both Illinois and Michigan are developing
statewide reading tests that will bring their
assessments up to date with advances in
reading research.
Fifth graders in schools where teachers faithfully used the Responsive Classroom teaching approach performed better on
statewide assessments of mathematics and
reading skills than their peers at schools that did not use the social - emotional - learning program's strategies as much, according to new research presented at a national conference here last week.
Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in
reading and math and helps districts build
assessments that produce high - quality data about student performance and match the level of rigor and item types found on
statewide assessments.
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator of academic achievement that «measures proficiency on the
statewide assessments in
reading / language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator of academic achievement that «measures proficiency on the
statewide assessments in
reading / language arts and mathematics.»
New York, for example, went from a
statewide reading proficiency rate of 55.1 % in 2012 to a
statewide proficiency rate of 31.3 % in 2013 following the implementation of the Common Core
Assessments.
The policy - oriented research we review in this section focuses on three areas related to literacy standards and
assessments: on - demand
reading and writing
assessments, classroom - based
assessments such as portfolios, and
statewide language arts content standards.
Although proper attribution is an important precondition to learning, further development needs to take place to design instruments that measure actual
reading gains, as measured on
statewide assessment tests and other vehicles.
The few studies from a measurement perspective that are available on new
statewide assessments (e.g., Maryland, Kentucky, Arizona) do not distinguish among
reading, language arts, and mathematics in design or analyses, making it difficult for literacy educators to interpret the implications for curriculum, instruction, or research.
Continue
reading Executive session on HB 1493, limiting
statewide assessments to academic achievement and growth, on February 13
Continue
reading Subcommittee work session on HB 1493, limiting
statewide assessments to academic achievement and growth, on February 6
As for results, Wexford students across all major racial and income subgroup categories have seen strong academic gains; they now outperform their peers
statewide in
reading and mathematics
assessments.84
Most
statewide assessments in
reading and writing are on - demand
assessments.
Continue
reading Hearing on HB 1493, limiting
statewide assessments to academic achievement and growth, on January 16 at 1:00 p.m.
Title: «Authorizing a parent to exempt his or her child from participating in the
statewide assessment» Sponsor: Rep. Victoria Sullivan (Manchester) Continue
reading LSR 2006 allows parents to opt their children out of the
statewide assessment
If the student learning growth in a course is not measured by a
statewide assessment but is measured by a school district
assessment, a school district may request, through the evaluation system approval process, that the performance evaluation for the classroom teacher assigned to that course include the learning growth of his or her students on FCAT
Reading or FCAT Mathematics.
Statewide assessments across the US are essentially «final exam» tests to find out how...
Read More
In the 2010 - 2011 school year, just 14 percent of MPS students scored at or above proficient on the state
reading assessment, the Wisconsin Knowledge and Concept Examinations, compared to 35.8 percent
statewide.
LEXINGTON, KY —
Statewide assessment and accountability results for academic year 2017 released today show declining
reading and mathematics proficiency compared to 2016, along with declines in most tested subjects for African American students and English language learners.
Based on Kentucky's
statewide assessments, only 56 percent of Kentucky's 3rd graders are proficient in
reading and only 51 percent in mathematics.
Beginning in 2013, RSN Directors will, in collaboration with CESA based discretionary grant staff, engage in identifying and supporting districts most in need of improvement in Indicator 3c (
Statewide Assessments in
Reading).
Schools earning a grade of «C» or higher must demonstrate that at least half of the students in the school who are in the lowest 25th percentile in
reading and math on the
statewide assessments are making adequate progress.
The federal education law, whose most recent reauthorization is also known as the No Child Left Behind Act of 2001, requires schools and school divisions to meet annual objectives for increasing student achievement on
statewide assessments in
reading / language arts and mathematics.
Comparability of old to new tests would provide estimates for what student scores would have been if the old tests were continued, highly recommended if not essential for large scale
statewide assessment programs as good...
Read More
Results support the use of oral
reading fluency
assessment as a valid tool for identifying students at risk of not passing the
statewide reading achievement test.
-- Each State plan shall demonstrate that the State educational agency, in consultation with local educational agencies, has implemented a set of high - quality
statewide academic
assessments that --(i) includes, at a minimum, academic
statewide assessments in mathematics,
reading or language arts, and science; and»
The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the
statewide reading / language arts and mathematics
assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in
reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in
reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).
mCLASS:
Reading 3D is highly predictive of students» proficiency on certain
statewide ELA
assessments.
The USDE's latest correspondence says Illinois has until Aug. 31 to provide evidence that it will «select and administer the same
statewide assessment in
reading / language arts and mathematics to all students in high school in the 2016 - 17 school year, and that the state will commit to doing so each year thereafter.»
Additionally, ESSA requires states to annually test 95 percent of students in
reading and math, to use the participation rate to calculate the achievement indicator, and to factor
assessment participation into the
statewide accountability system another way.21 For example, four states — Connecticut, Massachusetts, New Mexico, and Vermont — plan to lower a school's classification for not meeting this requirement.22 In three states — Illinois, Nevada, and Tennessee — schools that do not have a 95 percent participation rate can not score at the highest level of proficiency; receive zero points for proficiency; or receive an F on the achievement indicator for the given group of students, respectively.23
Read (and promote) your own Minority Report from the Mastery Examination Task Force to communicate the many inadequacies and flaws of this
statewide assessment practice.
ESSA maintains the NCLB testing schedule, requiring states to test students in
reading and math annually in grades three through eight and once in high school, using
statewide common
assessments.
It would have exempted a student from the third grade
reading retention requirement if that student's parent had opted - out of the
statewide student
assessment system.
Annual
statewide math and
reading tests in grades 3 — 8, grade - span
assessments in science, and English proficiency testing for English language learners (ELLs).
It required a school district or charter school to use an alternative method to determine whether a third grade student's
reading ability is sufficient to promote that student from the third grade if the parent has opted - out from the
statewide student
assessment system.
Therefore, we support retaining annual,
statewide, comparable student
assessments in
reading and math in grades 3 - 8 and once in high school.
Maintaining the requirement for
statewide assessments in at least
reading / language arts and mathematics in grades 3 - 8 and once in high school; and in science in each of three grade spans (3 - 5, 6 - 9, and 10 - 12), while adding flexibility related to locally selected high school
assessments and innovative
assessment systems.
Both the House and Senate versions of the ESEA rewrite, while maintaining that states must use yearly
assessments to gauge every student's growth, will allow states to use more than just
statewide math and
reading tests to do that.