whats new

Major New Study Shows Test-Optional Policies Increase Diversity, Preserve Academic Quality

for further information:                                                                 

Bob Schaeffer (239) 395-6773

FairTest Statement on 2018 NAEP Result Release

for further information:     

State ESSA Plans: Uneven Progress Toward Better Assessment and Accountability

for further information:

Dr. Monty Neill    (617) 477-9792

Lisa Guisbond     (617) 959-2371

ACT/SAT Test-Optional List Tops 1,000 Colleges, Universities

for further information, contact:

Bob Schaeffer(239) 395-6773                                         

            mobile  (239) 699-0468

 

for immediate release Wednesday, January 10, 2018

FairTest Report: Test Reform Victories Surge in 2017: What’s Behind the Winning Strategies?

FairTest Report: Test Reform Victories Surge in 2017: What’s Behind the Winning Strategies?

Assessment reform campaigns rolled back the amount of testing and slashed

FairTest Reaction to Class of 2017 SAT Results

for further information:                                                                 

FairTest Reacts to 2017 ACT Scores

for further information:                                                                 

Time to Learn Survey: Impact of Testing on Teaching and Learning

FairTest worked with the National Coalition of Urban Education Associations (NCUEA) Time on Learning Committee to develop a survey that teacher unions can use with their members to expose the consequences of high-stakes testing. It can be adapted for use by parent, student and community groups.

The survey is available at https://www.jotform.com/form-templates/2017-time-to-learn-survey.

Standardized Testing and Young Children

Standardized Testing and Students with Disabilities

Does Inclusion in Testing Mean Inclusion in Meaningful Learning?

  1. Federal law requires 95% test participation, including for the vast majority of students with disabilities. (One percent of all students may be assessed to alternative standards with alternative assessments. Federal law leaves it up to each state to decide what to do if a school or district does not test 95%.) The theory is that full inclusion in testing will drive full inclusion in learning the “standard” academic curriculum.

Syndicate content