teacher

(note - for a PDF formatted version of this fact sheet click here)

Independent researchers have found that evaluating and paying teachers for test scores is either damaging or irrelevant to improved learning.*  Unfortunately, even evidence of harm does not seem to affect the growing popularity of such schemes. Policymakers, including U.S. Education Secretary Arne Duncan, should stop promoting this failed approach.

As we enter into a national debate on school improvement and greater public school accountability with a heavy emphasis on testing, educators are concerned that a solitary focus on testing ignores important opportunities to help all students achieve at high levels. Overreliance on testing could have the unintended consequence of hurting more than helping.

The ESEA reauthorization proposals adopted by the U.S. House and Senate and now in Conference Committee contain serious problems that make the plans unfeasible and potentially harmful to efforts to improve public schools. The major problems include:

The California Teachers Association adopted the following statement at the State Council meeting of March 24-25, 2001. This statement was the work of several Council committees and was adopted with the support of the executive officers.

The three paragraphs of rationale are all based on existing CTA policy. The thirteen bullets lay out a legislative agenda.

Massachuetts Teacher Association

As we enter into a national debate on school improvement and greater public school accountability with a heavy emphasis on testing, educators are concerned that a solitary focus on testing ignores important opportunities to help all students achieve at high levels. Overreliance on testing could have the unintended consequence of hurting more than helping.

PASSED 6/1/00 BY OEA [Oakland CA Education Association] EXECUTIVE BOARD

Whereas standardized tests such as the Stanford 9 do not address the huge economic, social, cultural, and language disparities among the state1s student population, and;

Whereas these norm referenced tests are formulated to ensure 50% of test takers score below the 50th percentile, and;

Whereas the Stanford 9 is not aligned with the California State Standards nor with the curriculum, and;

MOTION INTRODUCED BY COALITION FOR EDUCATIONAL JUSTICE THAT OVERWHELMINGLY PASSED UNITED TEACHERS-LOS ANGELES HOUSE OF REPRESENTATIVES ON FEBRUARY 9, 2000