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Articles: Testing

Arriving at Rensselaer Central Schools Corporation in Indiana as assistant superintendent in July, 2012, after four years with the Indiana Department of Education, one of my first tasks was to develop a plan for our administrators to better comply with the state’s new teacher evaluation law.

I recently listened to a call-in show on a local National Public Radio station. The head of the state’s board of education was interviewed about the recent standardized test scores in her state. Two teachers called in. Here’s my takeaway from the conversation (somewhat out of context, but the words are accurate):

More than half of the high school graduates who took the SAT were not prepared for college courses, the College Board says in a new report. Only 43 percent of test takers met the SAT’s college-readiness benchmark score of 1550, according to the report. 

The country’s obsession with high-stakes testing is an expensive, destructive failure. Students who can least afford it pay the biggest price.

The substantial number of high school graduates who land in higher education unprepared academically and have to take remedial courses to catch up are more likely than other students to quit before earning a two- or four-year diploma. Now, districts in several states are intervening more aggressively than in the past to better prepare struggling high school students for college-level classes.

Most students who took the ACT risk falling behind in college and lack the skills necessary to join the modern workforce, according to a report from the company that offers the test. Meanwhile, 31 percent of students tested did not meet any of the assessment’s college benchmarks, which the report says demonstrates the need for a more rigorous curriculum in U.S. schools.

Almost two out of three Americans have never heard of the Common Core State Standards, and those who have understand little about them, a new poll finds.

Superintendent Jim McIntyre interacts with Knox County elementary school students.

Knox County Schools is a flourishing district in Tennessee, with most of its 15 high schools having graduation rates above 90 percent. Within the last five years, the district has also has also seen modest gains in reading/language arts, math, science, and social studies as measured by the Tennessee Comprehensive Assessment Program tests for grades 3 through 8.

Since No Child Left Behind was passed in 2001, trying to close the achievement gap has been on every educator’s mind.

Key to that law has been the requirement of measuring achievement through the administration of standardized tests to determine the extent to which schools are making “adequate yearly progress” (AYP) toward that goal.

Some of the school districts adopting online Common Core assessments to measure academic achievement in 2014-2015 plan to develop their own tests.

In a survey released by Enterasys, a company specializing in wireless systems, 42 percent of schools plan to develop their own tests, while 55 percent of schools are likely to work with the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balanced Assessment Consortium (SBAC).

In the aftermath of the nation’s largest standardized test cheating scandal, 35 Atlanta Public Schools educators, including former Superintendent Beverly Hall, were criminally indicted for changing student answers on high-stakes state tests.

A new study found that female elementary students perform as well as their male counterparts in a series of math competitions, versus one-shot contests, refuting some previous studies that show females usually lag behind males.

While education research has long suggested that studying second languages in K12 schools boosts student achievement in other content areas, the current testing emphases on mathematics and reading has placed foreign language instruction relatively low on district priority lists. However, a growing body of research indicates that second-language learning should be bumped up significantly, as demonstrated particularly in the following areas.

Teachers College President Susan Fuhrman (center, in red) helps TCCS students celebrate the opening of the school's new location in September.

The Teachers College Community School (TCCS), a university-assisted public pre-K8 school, opened the doors of its new permanent home in West Harlem, N.Y. in September. The school, which initially opened in fall of 2011 in a different location, represents a unique collaboration between the Columbia University Teachers College and the New York City Department of Education to provide a strong public education for members of the community, as well as education training for university students.

According to the “SAT Report on College & Career Readiness” released in September, only 43 percent of SAT takers in the class of 2012 were academically prepared for college by their high school graduation. This number represents the percentage of students who met the SAT benchmark score of 1550. Research shows these students are more likely to enroll in four-year colleges, and have higher first-year college GPAs and higher rates of retention. The class of 2011 also had only 43 percent of SAT takers hit the benchmark.

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