Errors in Standardized Tests: a Systemic Problem
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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Ori Inal Document. SCHOOL- CHOICE
DOCUMENT RESUME ED 460 188 UD 034 633 AUTHOR Moffit, Robert E., Ed.; Garrett, Jennifer J., Ed.; Smith, Janice A., Ed. TITLE School Choice 2001: What's Happening in the States. INSTITUTION Heritage Foundation, Washington, DC. ISBN ISBN-0-89195-100-8 PUB DATE 2001-00-00 NOTE 275p.; For the 2000 report, see ED 440 193. Foreword by Howard Fuller. AVAILABLE FROM Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002-4999 ($12.95). Tel: 800-544-4843 (Toll Free). For full text: http://www.heritage.org/schools/. PUB TYPE Books (010) Reports Descriptive (141) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Academic Achievement; Charter Schools; Educational Vouchers; Elementary Secondary Education; Private Schools; Public Schools; Scholarship Funds; *School Choice ABSTRACT This publication tracks U.S. school choice efforts, examining research on their results. It includes: current publicschool data on expenditures, schools, and teachers for 2000-01 from a report by the National Education Association; a link to the states'own report cards on how their schools are performing; current private school informationfrom a 2001 report by the National Center for Education Statistics; state rankingson the new Education Freedom Index by the Manhattan Institute in 2000; current National Assessment of Educational Progress test results releasedin 2001; and updates on legislative activity through mid-July 2001. Afterdiscussing ways to increase opportunities for children to succeed, researchon school choice, and public opinion, a set of maps and tables offera snapshot of choice in the states. The bulk of the book containsa state-by-state analysis that examines school choice status; K-12 public schools andstudents; K-12 public school teachers; K-12 public and private school studentacademic performance; background and developments; position of the governor/composition of the state legislature; and statecontacts. -
0913-PT-A Section.Indd
Racking up sales YOUR ONLINE LOCAL Netminder Recycling auto racks big biz DAILY NEWS Hawks’ Burke settles in — See SUSTAINABLE LIFE, C1 www.portlandtribune.com — See SPORTS, B10 PortlandPTHURSDAY, SEPTEMBER 13, 2012 • TWICE CHOSEN THE NATION’S BEST NONDAILYTribune PAPER • WWW.PORTLANDTRIBUNE.COM • PUBLISHED THURSDAY Counties, cities hit in rebate (P)RETIREMENT’S debate Local leaders balk as lawmaker seeks cuts NEW FRONTIER to job creation fund By JIM REDDEN The Tribune An infl uential Portland-ar- ea legislator thinks local and regional governments are owed too much money from state income taxes collected as part of their econom- ic develop- ment efforts. State Sen. Ginny Burdick, who repre- sents South- west Portland and parts of BURDICK Washington County, wants the 2013 Legislature to recon- sider how the state repays cit- ies, counties and special dis- tricts that waive their property taxes to attract new jobs. The state ■ Study focuses on city’s young creatives — economic saviors or slackers has not made “We’re not any such pay- he key thing to understand about Ev- But Jones isn’t lazy in his between job pre- ments yet be- an Jones is that he doesn’t lack ambi- tirement phases. He is, in fact, usually very asking for a cause of a pos- tion. It only looks like he does. busy in his home offi ce programming comput- handout. sible legal T A Southeast Portland resident, er-controlled machines that can carve out glitch in the Jones, who moved to Portland 15 years ago, three-dimensional structures. We entered program cre- admits he isn’t ambitious in the traditional “My ambition is to be able to do things I love into a ated by the sense. -
Professional Development for the Early Learning Content Social Studies Standards
International Electronic Journal of Elementary Education Vol. 2, Issue 2, March, 2010. Professional development for the early learning content social studies standards Laurie KATZ The Ohio State University, United States of America Hatice Zeynep INAN* The Dumlupinar University, Turkey Cynthia TYSON The Ohio State University, United States of America Adrienne DIXSON The Ohio State University, United States of America Hyun-Young KANG The Ohio State University, United States of America Abstract This article describes early childhood educators’ responses to a professional development series aimed at helping them to understand and incorporate early learning standards for social studies. While the primary aim of the professional development was to focus on the social studies content standards, the secondary aim was to introduce early childhood educators to culturally relevant pedagogical strategies that take into account the unique learning needs of diverse children, particularly children of colour, English language learners and children with special needs. The findings suggest that early childhood educators can benefit from sustained professional development that not only addresses content standards but also helps them to understand how to incorporate the standards into their existing curriculum using developmentally and culturally appropriate pedagogy. Keywords: Early Childhood; Social Studies; Standards; Professional Development Introduction Standards of learning for children before they attend kindergarten (ages 2 to 5 years old), typically described as early learning standards, started developing in the 21st century (NAEYC & NAECS/SDE, 2002). The need to design standards separate from children in the early elementary years is * E-mail for correspondence: [email protected] International Electronic Journal of Elementary Education Vol.2, Issue 2, March,2010 based on “research about the processes, sequences, and long-term consequences of early learning and development” (p.5). -
To Read Claiming Prosperity, a Discussion of the Medgar Evers
CLAIMING PROSPERITY lm/efchb A MEDGAR EVERS COLLEGE CAMPAIGN 2 CLAIMING PROSPERTY A MEDGAR EVERS COLLEGE CAMPAIGN The purpose of this document is to describe Claiming Prosperity, President Rudy Crew’s vision for Medgar Evers College (MEC) and Central Brooklyn. It provides the reader with a view of the College in its full historic, physical, human, economic, and educational contexts. It spells out an important plan of action. Finally, it identifies which of the initiatives proposed are investment opportunities for interested partners and explains how MEC and CUNY will invest in the plan. TABLE OF CONTENTS Statement from the President......................................................................................................................................3 The Story of Medgar Evers College.............................................................................................................................5 Brooklyn: Soaring Prospects.......................................................................................................................................7 The Pipeline...............................................................................................................................................................10 Portrait of the College................................................................................................................................................16 The Promise...............................................................................................................................................................24 -
The State of State Math Standards 2005 by David Klein
2005 The State of by David Klein with Bastiaan J. Braams, Thomas Parker, William Quirk, State MATH Wilfried Schmid, and W. Stephen Wilson Technical assistance from Ralph A. Raimi and Lawrence Braden Standards Analysis by Justin Torres Foreword by Chester E. Finn, Jr. The State of State MATH Standards 2005 by David Klein With Bastiaan J. Braams, Thomas Parker, William Quirk, Wilfried Schmid, and W. Stephen Wilson Technical assistance by Ralph A. Raimi and Lawrence Braden Analysis by Justin Torres 1627 K Street, Northwest Foreword by Chester E. Finn, Jr. Suite 600 Washington, D.C. 20006 202-223-5452 202-223-9226 Fax JANUARY 2005 www.edexcellence.net THOMAS B. FORDHAM FOUNDATION 1 The Thomas B. Fordham Foundation is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Dayton, Ohio. It is affiliated with the Thomas B. Fordham Institute. Further information is available at www.edexcellence.net, or write us at 1627 K Street, Northwest Suite 600 Washington, D.C. 20006 This report is available in full on the Foundation’s website. Additional copies can be ordered at www.edexcellence.net/publication/order.cfm or by calling 410-634-2400. The Thomas B. Fordham Foundation is neither connected with nor sponsored by Fordham University. 2 CONTENTS Foreword by Chester E. Finn, Jr. .5 Executive Summary . .9 The State of State Math Standards 2005 by David Klein . .13 Major Findings . .13 Common Problems . .14 Overemphasized and Underemphasized Topics . .17 The Roots of, and Remedy for, Bad Standards . -
Analysis of State K-3 Reading Standards and Assessments
U.S. DEPARTMENT OF EDUCATION Analysis of State K-3 Reading Standards and Assessments SM Analysis of State K-3 Reading Standards and Assessments Final Report By E. Allen Schenck Douglas R. Walker Carrie R. Nagel RMC Research Corporation Arlington, Va. Loretta C. Webb The McKenzie Group Washington, D.C. Prepared for: U.S. Department of Education Office of Planning, Evaluation and Policy Development Policy and Program Studies Service 2005 This report was prepared for the U.S. Department of Education under Contract No. ED-01-CO-0055/0011, Task 7. The project monitor was Beth A. Franklin in the Policy and Program Studies Service. The views expressed herein are those of the contractor. No official endorsement by the U.S. Department of Education is intended or should be inferred. U.S. Department of Education Margaret Spellings Secretary Office of Planning, Evaluation and Policy Development Tom Luce Assistant Secretary Policy and Program Studies Service Alan L. Ginsburg Director Program and Analytic Studies Division David Goodwin Director December 2005 This report is in the public domain, except for the photograph on the front cover, which is used with permission and copyright, 2005, Getty Images. Authorization to produce this report in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Analysis of State K-3 Reading Standards and Assessments, Washington, D.C., 2005. To order copies of this report, write: ED Pubs Education Publications Center U. -
Virginia's Early Learning & Development Standards (ELDS)
VIRGINIA’S EARLY LEARNING & DEVELOPMENT STANDARDS (ELDS) BIRTH-FIVE LEARNING GUIDELINES VIRGINIA BOARD OF EDUCATION 1 VIRGINIA BOARD OF EDUCATION | doe.virginia.gov CONTENTS SED1.3. Becoming autonomous and independent 27 ACKNOWLEDGEMENTS 4 SED2. EMOTIONAL COMPETENCE 28 INTRODUCTION 6 SED2.1. Seeing and naming emotions in self and others 28 SED2.2. Expressing emotions 29 THE VALUE AND NEED FOR A UNIFIED SET OF EARLY LEARNING AND SED2.3. Communicating feelings, wants, and needs 30 DEVELOPMENT STANDARDS IN VIRGINIA 6 SED2.4. Regulating emotions 31 GROUNDING KNOWLEDGE AND GUIDING PRINCIPLES 6 SED2.5. Showing care and concern for others 32 GROUNDING KNOWLEDGE 6 SED3. INTERACTING WITH OTHERS 33 GUIDING PRINCIPLES 7 SED3.1. Developing relationships with adults 33 SED3.2. Developing relationships with other children 34 ABOUT CULTURALLY RESPONSIVE PRACTICE 8 SED3.3. Engaging in cooperative play 35 Culturally Responsive Caregivers and Educators 8 SED3.4. Solving social interaction problems 36 HOW TO USE VIRGINIA’S UNIFIED EARLY LEARNING AND DEVELOPMENT STANDARDS 9 AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD) 37 DESIGN OF THE VIRGINIA EARLY LEARNING AND DEVELOPMENT STANDARDS DOCUMENT 9 CLLD1. COMMUNICATION 38 CLLD1.1. Understanding verbal and nonverbal cues 38 VIRGINIA’S EARLY LEARNING AND DEVELOPMENT CLLD1.2. Using vocabulary and nonverbal cues to communicate 39 STANDARDS AT A GLANCE 10 CLLD1.3. Learning and engaging in conversational interactions 40 ORGANIZATION OF THE STANDARDS 12 CLLD2. FOUNDATIONS OF READING 41 PROCESS 13 CLLD2.1. Paying attention to print as meaningful 41 WRITING STYLE 13 CLLD2.2. Understanding ideas, vocabulary, and information in stories and texts 42 AREA ONE: APPROACHES TO PLAY AND LEARNING (APL) 14 CLLD2.3. -
Memorandum Colin Baenziger & Associates
MEMORANDUM COLIN BAENZIGER & ASSOCIATES TO: Mayor and City Council Vero Beach, FL FROM: Colin Baenziger DATE: April 22, 2019 RE: City Attorney Search Update: Recommended Candidates The following is a summary of the six candidates that we are recommending the City consider to be its next City Attorney. We believe all the candidates are very strong and that any one of them would do an excellent job for Vero Beach. Brief summaries of the recommended credentials follow. We have also provided materials for one other candidate you may wish to consider. Although beyond the scope of our assignment, we have additionally provided some information concerning the law firm that submitted a proposal. Those We Are Recommending • Cynthia A. Everett: Ms. Everett was most recently the City Attorney for the City of Fort Lauderdale, FL (population 180,072), for five years. Prior to that she was the Village Attorney for the Village of Pinecrest, FL (population 19,201), for fourteen years. She has a collegial, flexible management style believing no one style fits every situation. Employees have different backgrounds and experiences, and those factors must be considered in managing people. Throughout her legal career she has had many notable accomplishments. Among other things, has had the honor of successfully arguing before the Florida Supreme Court and being elected to The Florida Bar Board of Governors. She feels her greatest achievement to date is being a role model and inspiration to others. Throughout her legal career, students, lawyers, non-lawyers and staff have told her how they admire her leadership, professionalism and career guidance to them over the years. -
Reading, Writing, and Privatization: the Narrative That Helped Change the Nation’S Public Schools
READING, WRITING, AND PRIVATIZATION: THE NARRATIVE THAT HELPED CHANGE THE NATION’S PUBLIC SCHOOLS by Merrie Elyn Meyers, APR, Fellow PRSA A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, Florida May 2013 © Copyright Merrie Elyn Meyers 2013 ii ACKNOWLEDGEMENTS Following the death of my husband, I spent some time pondering the question, “What now?” I found the answer in this doctoral program. Despite many personal and professional hurdles, the goal of completing the program kept me on an even keel. It was the light at the end of the tunnel. Thanks, FAU College of Arts and Letters. I am truly grateful to so many people, but I want to offer a special thank you to Kimberly Ann Crockett. Kim is a fabulous proofreader, writing coach, and Socratic style editor. She has been my sounding board from the application to the dissertation. As an editor, she helped me by gently asking, “What the heck are you talking about?” without getting my hackles up. Also, I would like to thank my counselor and guidepost, Dr. Hilda Besner. She encouraged me to apply to the Comparative Studies doctoral program and move forward toward graduation. She never stopped cheering me on, even on my crankiest days. I would be remiss if I did not thank my committee chair, Dr. Ann Branaman for her constant encouragement, even on my days of total self doubt. Ann always has many balls in the air, but she never said no to my request for her time. -
Superintendents
2007 Finalist Superintendents Rudolph F. “Rudy” Crew, Miami-Dade County Public Schools Dr. Rudy Crew, a lifelong educator, became superintendent of Miami-Dade County Public Schools in July 2004. Crew began his career as a teacher and then served as principal of several public schools in California. Crew moved into numerous district executive positions, including assistant superintendent for instruction and personnel for the Duarte Unified School District in California, deputy superintendent for curriculum and instruction for the Boston Public Schools and deputy superintendent and chief operational officer for the Sacramento City Unified School District. In 1989, Crew became superintendent of the Sacramento City Unified School District. Then, in 1993, he was named superintendent of the Tacoma Public Schools in Washington. From 1995 to 1999, he served as chancellor of the nation’s largest school district, then called the New York City Board of Education. Before being tapped to lead Miami-Dade County Public Schools, Crew served as executive director of the Institute for K-12 Leadership at the University of Washington and as director of school district reform initiatives at the Stupski Foundation. Crew has received many awards, including The Executive Educator’s “Top 100 Educators in North America” in 1993, the NAACP’s “Educational Leadership Award,” the Association of California School Administrators “Administrator of the Year Award” in 1990 and the California State University’s “Teacher of the Year Award” in 1982. Crew earned his bachelor’s degree in management from Babson College in Wellesley, Mass. and his master’s degree in urban education and doctorate in educational administration from the University of Massachusetts at Amherst. -
Board Meeting Minutes 1998
Board of Trustees Minutes of Proceedings, January 7,1998 MINUTES OF THE SPECIAL MEETING OF THE BOARD OF TRUSTEES OF THE CITY UNIVERSITY OF NEW YORK HELD ! JANUARY 7,1998 AT THE BOARD HEADQUARTERS BUILDING 535 EAST BOTH STREET - BOROUGH OF MANHATTAN i The Chairperson called the meeting to order at 450 P.M. There were present: I Anne A. Paolucci, chairwoman Herman Badillo, Vice Chairperson Satish K. Babbar Ronald J. Marino John J. Calandra John Morning Kenneth E. Cook Susan Moore Mouner Michael C. Crimmins James P. Murphy Alfred B. Curtis Nilda Soto Ruiz Edith B. Everett Richard B. Stone Sandi E. Cooper, ex officio Md. Mizanoor Biswas, ex officio Secretary Genevieve Mullin Roy Moskowitz, Acting General Counsel and Acting Vice Chancellor for Legal Affairs t Hourig Messerlian, Executive Assistant Anthony Vargas Interim Chancellor Christoph M. Kimmich Vice Chancellor Brenda Malone Vice Chancellor Jay Hershenson Vice Chancellor Louise Mirrer Vice Chancellor Emma E. Macari Vice Chancellor Richard F. Rothbard The absence of Trustee George Rios was excused. A. ESTABLISHMENT OF A NEW STANDING COMMITTEE: Chairwoman Paolucci announced that after reviewing the situation that was called to her attention several months ago in fact, and after talking with several people including Vice Chancellor Emma Macari, she has decided to set up a new committee that will focus on Facilities Planning and Management because there is never, it seems, enough time in the Fiscal Affairs Committee for items dealing with facilities. B. UPDATE ON THE CHANCELLOR'S AND NEW YORK CITY TECHNICAL COLLEGE PRESIDENTIAL SEARCHES: Chairwoman Paolucci reported that today was the deadline for proposals to be submitted for the executive search firms who will be helping us with the searches. -
Making It Count: a Guide to High-Impact Education Philanthropy. INSTITUTION Thomas B
DOCUMENT RESUME ED 464 397 EA 031 633 AUTHOR Finn, Chester E., Jr.; Amis, Kelly TITLE Making It Count: A Guide to High-Impact Education Philanthropy. INSTITUTION Thomas B. Fordham Foundation, Washington, DC. PUB DATE 2001-09-00 NOTE 118p. AVAILABLE FROM Thomas B. Fordham Foundation, 1627 K Street, NW, Suite 600, Washington, DC, 20006. Tel: 888-823-7474 (Toll Free); e-mail: [email protected]. PUB TYPE Books (010) Guides Non-Classroom (055) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Elementary Secondary Education; Philanthropic Foundations; *Private Financial Support ABSTRACT The level of philanthropic giving to K-12 education in the U.S. is at an all-time high, yet there are instances in which large amounts of money bestowed seem to have vanished into the system without leaving lasting footprints or a meaningful transformation. The aim of this guide is to provide practical advice for philanthropists who are tired of the status quo and want to have their donations make a difference for all children. The guide begins with an overview of American education today. Chapter one can be considered as a primer on what is and is not working by way of policy-driven reform and why private intervention isneeded. In chapter two, theories of change embraced by education reformers are discussed, and explanations are given on why some theories work better than others. Chapter three details issues that every reform-minded philanthropist should ask him or herself before writing a check. Some philanthropists are profiled in chapter four to demonstrate how theories of change work in practice.