by Argun Saatcioglu, Thomas M. Skrtic & Thomas A. DeLuca
Drawing on state-level panel data for the 2007–2009 period, this study examines the potential overuse of test accommodations for students with disabilities as a gaming strategy to inflate state-level proficiency gains in response to high-stakes accountability pressures. We identify particular conditions under which test accommodations are more likely to be used for gaming and specify several directions for further research.
by Todd A. Glover, Linda A. Reddy, Ryan J. Kettler, Alexander Kunz & Adam J. Lekwa
The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. The purpose of this article is to describe the School System Improvement Project’s hybrid approach to utilizing both formative and summative assessments to (a) inform decisions about effective instruction based on all students’ and teachers’ needs, and (b) guide high-stakes decisions about teacher effectiveness.
Education researcher Josipa Roksa discusses her co-authored article, Applying to College: The Role of Family Resources in Academic Undermatch. Watch and discuss this episode on Vialogues.
by Carola Suárez-Orozco
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for yearbooks to appear in 2021 and beyond.