These links are organized in order of publication, with the oldest being at the bottom. So I'd recommend you scroll to the bottom and read up. That way as you return to this page you will see the new entries at the top.

  • Here is the text of the new testing law that was passed by the Ohio Senate on Wednesday, March 28th. The bill comprises more than this--the state's management information system, but key changes in the testing part can be found in the first 30 pages of this document.
  • A position statement of the National Association for the Education of Young Children
  • Center for Performance Assessment's mission is to improve student achievement by building the knowledge and skills of educators and school leaders. We accomplish our mission by influencing the values and policies of school systems. We are the preeminent source of professional development in the areas of standards, assessment, and accountability.
  • Late FCAT changes criticized by MARILYN BROWN of The Tampa Tribune 3/6/01
      Florida's new education commissioner wants to change what counts on the statewide test many students take this morning, and frustrated teachers say enough is enough.
  • A newly published paper that exposes the flaws of a recent "pro-voucher, pro-high stakes" study done by Jay Greene of the conservative Manhattan Institute think tank. Another piece of high stakes "research" taken apart by two measurement experts. Critique of "An Evaluation of the Florida A-Plus Accountability and School Choice Program" by Gregory Camilli & Katrina Bulkley of Rutgers University.
    Abstract In 1999, Florida adopted the "A-Plus" accountability system, which included a provision that allowed students in certain low-performing schools to receive school vouchers. In a recently released report, "An Evaluation of the Florida A-Plus Accountability and School Choice Program" (Greene, 2001a), the author argued that early evidence from this program strongly implies that the program has led to significant improvement on test scores in schools threatened with vouchers. However, a careful analysis of Greene's findings and the Florida data suggests that these strong effects may be largely due to sample selection, regression to the mean, and problems related to the aggregation of test score results.
  • Too early, too easy to give up on WASL an editorial on Mar 02, 2001
  • Why Tests and Standards Can't Solve School Problems Feb. 21, 2001 by: Phyllis Schlafly Tests, standards and accountability are being advocated as the solution to the problems of public school education. Those are such good words; why can't they do the job?
  • Teacher Test Accountability: From Alabama to Massachusetts" by Larry H. Ludlow, Boston College.
    Given the high stakes of teacher testing, there is no doubt that every teacher test should meet the industry guidelines set forth in the Standards for Educational and Psychological Testing. Unfortunately, however, there is no public or private business or governmental agency that serves to certify or in any other formal way declare that any teacher test does, in fact, meet the psychometric recommendations stipulated in the Standards. Consequently, there are no legislated penalties for faulty products (tests) nor are there opportunities for test takers simply to raise questions about a test and to have their questions taken seriously by an impartial panel. The purpose of this article is to highlight some of the psychometric results reported by National Evaluation Systems (NES) in their 1999 Massachusetts Educator Certification Test (MECT) Technical Report, and more specifically, to identify those technical characteristics of the MECT that are inconsistent with the Standards. A second purpose of this article is to call for the establishment of a standing test auditing organization with investigation and sanctioning power. The significance of the present analysis is twofold: a) psychometric results for the MECT are similar in nature to psychometric results presented as evidence of test development flaws in an Alabama class-action lawsuit dealing with teacher certification (an NES-designed testing system); and b) there was no impartial enforcement agency to whom complaints about the Alabama tests could be brought, other than the court, nor is there any such agency to whom complaints about the Massachusetts tests can be brought. I begin by reviewing NES's role in Allen v. Alabama State Board of Education, 81-697-N. Next I explain the purpose and interpretation of standard item analysis procedures and statistics. Finally, I present results taken directly from the 1999 MECT Technical Report and compare them to procedures, results, and consequences of procedures followed by NES in Alabama.
  • The January issue of Basic Education from the Council for Basic Education is devoted to Assessment.
  • Our Schools vs. Theirs: Averages That Hide The True Extremes by David C. Berliner in Washington Post
  • The "fix" that's destroying education in America By Tom DeWeese web posted February 19, 2001: We hear it all the time. Americans want something done about education. Their children can't read or work math problems without a calculator. They can't spell, find their own country on a map, name the president of the United States or quote the founding fathers.
  • In a keynote speech delivered to other college leaders at the American Council on Education national convention on Sunday, February 18, University of California (UC) President Richard Atkinson called for an end to the use of the SAT-I for admission to the UC system. This development may have profound impacts on the testing debate nationally -- both symbolic and substantive.
  • THE Journal has a report on a study of student achievement and technology that was done in Vermont.
  • How the Internet Will Help Large-Scale Assessment Reinvent Itself by Randy Elliot Bennett of Educational Testing Service

    Large-scale assessment in the United States is undergoing enormous pressure to change. That pressure stems from many causes. Depending upon the type of test, the issues precipitating change include an outmoded cognitive-scientific basis for test design; a mismatch with curriculum; the differential performance of population groups; a lack of information to help individuals improve; and inefficiency. These issues provide a strong motivation to reconceptualize both the substance and the business of large-scale assessment. At the same time, advances in technology, measurement, and cognitive science are providing the means to make that reconceptualization a reality. The thesis of this paper is that the largest facilitating factor will be technological, in particular the Internet. In the same way that it is already helping to revolutionize commerce, education, and even social interaction, the Internet will help revolutionize the business and substance of large-scale assessment.
  • Oppose High Stakes Standardized Tests! from Texas.
  • CRESST National Center for Research on Evaluation, Standards, and Student Testing
  • TC Record
  • Critical Issues in Evaluating the Effectiveness of Technology
  • We Waste Our Children's Time By LEON BOTSTEIN author of Jefferson's Children a must read.
  • Tell taxpayers true education Tale by SAM FULWOOD III PLAIN DEALER REPORTER.
  • Beyond the Three R's Howard Gardner defends his 'multiple intelligence' movement
  • Setting the Bar Low
  • A Mini-Research Sampler and Guide and for Teachers from BigChalk
  • New York State Standards of Learning Regents Comprehensive Examinations the WORD version from eChalk. The PDF version. From BigChalk
  • CIVIL RIGHTS ALERT Testing: The Need and Dangers
  • A Better Balance: Standards, Tests and Tools Policymakers and the public seem to agree that higher standards in schools are an important ingredient for improving learning. According to Education Week's fifth annual 50-state report, 'Quality Counts 2001', teachers report that standards reforms are indeed leading to higher expectations and a more demanding curriculum. But teachers also report that the emphasis on state tests may be encouraging undesirable practices in the classroom and crowding out time to teach important content and skills. The report also finds that state tests and state standards may not match closely enough. In addition, few states guarantee resources for individual students who need remedial or extra help to pass the high stakes tests.
  • Bringing All Students to High Standards The National Education Goals Panel reports on local and state efforts that have proven successful in closing the achievement gap. Ideas for improvement include investing in professional development, creating councils to link schools and higher learning institutions, providing high-quality remedial instruction after school and in summer, additional supports for children and families and maintaining stable policies.
  • Reinventing High School: Six Journeys of Change In-depth case studies of ongoing school reform efforts in six high schools show the steps, victories and pitfalls in reforming schools to better prepare students for college and careers. These studies demonstrate that school reform is not just a goal, but a process that requires planning, tenacity, careful adjustments and supports beyond the schoolroom doors. The six schools were in Boston, Humble (Texas), New York, North Clackamas (Oregon), Oakland and San Anselmo (California).
  • Eliminating Barriers to Better Teaching Most everyone regards high-quality teaching as essential for improving learning, but few know how to ensure that teachers are well qualified and well prepared. This U.S. Dept. of Education information kit for state policymakers outlines the teacher quality challenges, lists promising alternatives to current policy barriers and provides examples of what some communities are doing to overcome these barriers.
  • Questions for Education Secretary-Nominee Distilling the key controversial issues in public education today, New York Times education analyst Richard Rothstein suggests questions for Roderick Paige, President-elect Bush's nominee for Education Secretary. (You can subscribe to the New York Times online free of charge.)
  • Learn more about the standards movement and high stakes testing in the Three R's section of Connect for Kids 'Kids and Learning' feature.