This paper reports on significant developments in the implementation of college- and career-readiness (CCR) standards using representative survey data across three states as they pertain to students with disabilities (SWD), highlighting significantly different policy attitudes among teachers, principals, and district administrators.
The OECD is adding a global competency measure to its Program of International Student Assessment (PISA) suite of assessments for 15 year olds in 2018. Given the OECD’s hegemonic role in influencing multinational education policy, the inclusion is globally significant and requires scrutiny to ensure multicontextual and cultural viewpoints of “global competency” prevail over the possibility of more narrow privileged perspectives.
This empirical study is a frame analysis of the public discourse from four key policy involved in the debate over the Common Core State Standards.
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.
This study examines how data team members acted as boundary crossers to build school-wide capacity for data use and how they implemented an improvement plan.
This study examines whether test motivation differs by student subgroup, and if those differences may introduce bias into achievement gap estimates.
This article offers an historical analysis of the structural and cultural aspects of American education that helps explain the durability of standardized testing in the face of more than a century of persistent criticism.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
Introduction to the special issue.
This qualitative case study examines the use of All Learners Learning Every Day instructional routines related to small group discussions and self-regulated learning with English Language Learners with Learning Disabilities in a high-stakes testing environment.
This qualitative study examines 11 adolescent long-term English language learners’ educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests.
This paper analyzes the different ways in which white parents and parents of color conceive of good parenting in the era of high-stakes testing. It demonstrates the processes that help to produce inequities in our current educational system related to race, class, and G&T identification.
This article systematically analyzes self-report student survey instruments that assess student-teacher relationships. From its results, implications are drawn for conceptual specification and future survey design.
This study investigates the existence and extent of significantly different subgroups of teacher and leader responses to the Comprehensive Assessment of Leadership for Learning (CALL) survey. This survey is a formative assessment of school leadership developed by researchers at the University of Wisconsin-Madison employing the principles of distributed leadership and current research on leadership activities that promote student learning.
Authors use data from the Hillsborough County Public Schools in Florida to consider the consequences of particular characteristics of instruction and testing in high school for the modeling and estimation of value-added measures of school or teacher effectiveness.
This article examines the tensions that can materialize at the intersection of high-stakes accountability assessments and the rights of parents of students with dis/abilities.
Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. The responses to these changes in testing policy make Connecticut an illuminating case regarding the problem of high-stakes testing and changes in policies for students with disabilities in a state characterized by deep racial and economic inequity.
The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe its characteristics and look at the history of alternate assessment and the problems in implementing useful assessment programs for students with significant cognitive disabilities.
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.
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.
This mixed-methods study investigates a model of professional development built around a standardized classroom observation tool designed to measure the quality of teaching in middle school English Language Arts classrooms.
An analysis using a nationally-representative dataset suggests that raising test scores by one standard deviation (SD) would substantially reduce the probabilities that black, Hispanic, Asian, and white students would drop out of high school and would increase the probabilities that students would compile a rigorous high school record, complete algebra 2 in high school, enroll at a 4-year institution, and attain a baccalaureate degree.
This study evaluates the information significance of Oklahoma A–F school accountability grades relevant to the policy objective of achievement equity.
This article analyzes the effects of mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu on the work of four social studies teachers in one middle school in Texas. The article argues that more comprehensive and holistic research efforts are needed for researches to be able to more fully understand and communicate to readers the combination of factors that impact teachers' work.
The achievement gap may be explained as a consequence of the conventional structure of schooling and the failure to individualize task difficulty and provide performance feedback in a way that is necessary to ensure that all students experience mastery.
This study utilizes a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores.
To allay public concerns that state exit examination mandates might unfairly hinder some students’ educational attainment prospects, most states with exam requirements offer alternative routes to graduation for all students. This study probes the relationship between various exam difficulty-alternative route policy combinations and the subsequent attainment outcomes of tenth-graders.
This article demonstrates that the carryover effects of STAR’s small classes are not robust; the effects are driven mostly by a small number of STAR schools.
This article explains the idea of a neopragmatic postmodernist test theory and offers some thoughts about what changing notions concerning the nature of and meanings assigned to knowledge imply for educational assessment, present and future.
Reprinted with permission from Transitions in Work and Learning: Implications for Assessment, 1997, by the National Academy of Sciences, Courtesy of the National Academies Press, Washington, D.C.
This article challenges the presumption that the educational testing of students provides objective information about such students.