Murky state policies leave administrators in the lurch as more parents opt their children out of Common Core testing, according to a March report from the Education Commission of the States.
In many states, education departments remain silent on how districts should handle parent requests for opting students out of PARCC or Smarter Balanced testing, according to the report “Assessment Opt-Out Policies: State responses to parent pushback.”
When 11 former Atlanta Public Schools educators were convicted in March of racketeering for altering student standardized test scores in a systemic cheating scandal uncovered six years ago, it left many shocked and others concerned about the tests themselves.
State investigators concluded that cheating had occurred in at least 44 schools, with nearly 180 employees accused of fixing students’ incorrect answers and inflating test scores.
Big data and analytics now offer districts some clues about which teacher candidates will be the most effective in the classroom.
These programs are designed to accurately gauge the impact teacher candidates will have on student test scores. Analytics companies such as TeacherMatch and Hanover Research are working with hundreds of districts nationwide to aid in the hiring process.
Education advocacy group ASCD is calling for a two-year moratorium on using standardized test results for teacher or school evaluations. The move represents a growing push nationally to cut back on testing and limit its use as an accountability measure because it may not accurately reflect a teacher’s classroom performance.
In his book How We Learn: The Surprising Truth About When, Where, and Why It Happens, New York Times science reporter Benedict Carey examines well-worn advice about learning, only to find much of it misguided or outdated. Instead, recent research shows that sometimes contradictory study techniques may actually lead to greater success in the classroom.
The testing boycott has begun: In November, thousands of Colorado high school students refused to take the state’s new science and social studies exams in a widespread protest against the amount of classroom time devoted to standardized testing, according to published reports.
Praised and pilloried at both ends of the political spectrum, the Common Core State Standards—and the years-long effort to establish national benchmarks for student learning—will pass a crucial milestone in 2015, when 11.5 million American schoolchildren finally tackle Common Core-linked math and English tests.
To help our readers navigate the coming year in K12 education, District Administration proudly presents its first-ever Year Ahead edition. In-depth stories on the major trends reshaping classrooms this year feature insights on technology, instruction, administration and assessments. Educators and experts also weigh in on how districts can find funding to support initiatives in all these areas.
A photo on Scott McLeod’s popular “Dangerously Irrelevant” blog carries the caption, “We’re so busy doing 20th century teaching, we don’t have time to initiate 21st century learning.” McLeod, an associate professor of educational leadership, is concerned that an education system that doesn’t embrace technology won't prepare students to compete in the knowledge-based economy.
Record numbers of students are taking the ACT exam and expressing an interest in higher education—but scores on both the ACT and SAT are lagging, according to test administrators.
More than 1.84 million 2014 graduates—a record 57 percent of the national graduating class—took the ACT. This is a 3 percent increase from 2013, and an 18 percent increase compared to 2010, according to the ACT’s annual “Condition of College & Career Readiness” report, released in August.
Instead of quizzes and tests that interrupt classroom activity, many districts and testing companies are working on ways to integrate formative assessments into daily instruction and use technology to gather real-time feedback on student progress.
In schools across the country, students are swapping their pencils and bubble sheets for computing devices and online tests.
Proponents say online assessment is the wave of the future. Opponents say teachers and students aren’t ready. Students from poverty may be at a disadvantage when taking online tests, they argue. I would counter that school should be the place that levels the playing field for those who don’t have access to technology at home.