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This book analyses the ways in which schools in urban areas are shaped and influenced by social, economic and political forces within the social environment. Utilizing research from schools in Chicago, the book will show how schools attempt to.
Drawing on Japan's experiences with testing, overtesting, and recent reforms to relax educational pressures, Christopher Bjork sheds light on the best path forward for US schools. He asks a variety of questions related to testing and reform, and each draws direct parallels to issues that the schools currently face.
Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. For more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective on the issue and powerful ammunition for opponents of high-stakes tests. Their analysis is grounded in the application of Campbell’s Law, which posits that the greater the social consequences associated with a quantitative indicator (such as test scores), the more likely it is that the indicator itself will become corrupted—and the more likely it is that the use of the indicator will corrupt the social processes it was intended to monitor. Nichols and Berliner illustrate both aspects of this “corruption,” showing how the pressures of high-stakes testing erode the validity of test scores and distort the integrity of the education system. Their analysis provides a coherent and comprehensive intellectual framework for the wide-ranging arguments against high-stakes testing, while putting a compelling human face on the data marshalled in support of those arguments.
This powerful collection from the groundbreaking Rethinking Schools magazine takes high-stakes standardized tests to task. Despite overwhelming evidence that the tests are invalid ways to measure teaching and learning -- and continuing signs of their unjust effects on students and teachers -- "reformers" and policymakers continue to force high-stakes tests into the public schools. Through articles that provide thoughtful and emotional critiques from the frontlines of education, Pencils Down deconstructs the damage that standardized tests wreak on our education system and the human beings that populate it. Better yet, it offers visionary forms of assessment that are not only more authentic, but also more democratic, fair, and accurate.
America's leading expert in educational testing and measurement openly names the failures caused by today's testing policies and provides a blueprint for doing better. 6 x 9.
"Jesse Hagopian brought a rare moment of truth to the corporate-dominated Education Nation show when he spoke on behalf of his colleagues at Garfield High in Seattle. He instantly became the voice and face of the movement to stop pointless and punitive high-stakes testing."—Diane Ravitch, author of Reign of Terror In cities across the country, students are walking out, parents are opting their children out, and teachers are rallying against the abuses of high-stakes standardized testing. These are the stories—in their own words—of some of those who are defying the corporate education reformers and fueling a national movement to reclaim public education. Alongside the voices of students, parents, teachers, and grassroots education activists, the book features renowned education researchers and advocates, including Nancy Carrlson-Paige, Karen Lewis, and Monty Neill. Jesse Hagopian teaches history and is the Black Student Union adviser at Garfield High School, the site of the historic boycott of the MAP test in 2013. He is an associate editor of Rethinking Schools, and winner of the 2013 "Secondary School Teacher of Year" award from the Academy of Education Arts and Sciences. He is a contributing author to Education and Capitalism: Struggles for Learning and Liberation and 101 Changemakers: Rebels and Radicals Who Changed US History, and writes regularly for Truthout, Black Agenda Report, and the Seattle Times Op-Ed page.
Argues that education in the States and Britain has been radically transformed, through efforts to create curricular standards, and through an emphasis on accountability measured by standardized tests, and efforts to introduce market competition and private services into educational systems.
When it comes to the issue of US education reform, hopeful politicians, liberal and conservative alike, have long touted the promises of 'standards-based accountability'. But do accountability-based reforms actually work? What happens when they encounter the formidable challenge of the comprehensive high school?The New Accountability explores the current wave of assessment-based accountability reforms at the high school level in the United States.
To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.
In this third volume of Research in Education Fiscal Policy and Practice, editors Jennifer King Rice and Christopher Roellke have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system. This effort to leverage student performance through high stakes reform has accelerated and intensified considerably since the 2002 reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB).In order for high stakes accountability reforms to realize their stated aims, targeted schools must have or acquire the resources and capacity to meet prescribed performance standards (Hess, 1999; Malen & Rice, 2005; Mintrop, 2003, 2004; Wong, et al., 1999), yet little systematic research has been assembled to document the implications of high stakes accountability systems on the resources and capacity of schools and school systems. This book aims to fill that gap. With this in mind, authors were asked to pay specific attention to challenges school systems confront as a result of NCLB and other high stakes reforms. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the relationship between high stakes reform and school district staffing, the recruitment and distribution of high quality teachers, curriculum making, and the provision of supplemental educational services to children. Our book is organized into three sections. The first provides a framework for assessing the impact of high stakes accountability policy on school capacity and also addresses implementation challenges at both state and local levels. The second section focuses on the impact of federal and state policymaking on teacher staffing and workplace conditions. The final section includes three chapters that provide a range of critiques on federal policymaking, including legal challenges to NCLB.