teacher

TESTING PLUS

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.

Major Problems with Annual Testing, Adequate Yearly Progress, and Proposed Sanctions in the ESEA Reauthorization

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:

Teacher Testing

For material on the use of student test scores to evaluate school teachers and administrators, including "value added measurement," see k-12/teachers This page focuses on tests administered to teachers and prospective teachers. 

Entry: resources, teacher

California Teachers Association Statement - March 2001

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 Statement

Massachuetts Teacher Association

Testing Plus Real Accountability with Real Results

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.

Oakland Education Association Statement

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;

UNITED TEACHERS-LOS ANGELES STATEMENT

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

Brookline Educators Association Statement

 

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