The poor kids and minority kids are behind according to what measures?
How reliable are these measures? How valid are they?
What do they actually tell us?
Based on what they tell us, what is being done to help poor kids and
minority kids catch up?
Read Linda Perlstein's book Tested and then share with us what you find.
Then talk to all the poor kids and minority kids that no longer have
recess, art, or music and tell us how effective this catch-up policy
On Apr 15, 2009, at 7:27 AM, firstname.lastname@example.org wrote:
Too many poor kids and minority kids are way behind other kids.?
That's the problem, not whether tests have too many multiple choice
items or whether it's better to talk about "proficiency rates" or
"grade levels" or "normal curve equivalents."? By the way, how is
your strategy of attacking NCLB working out for you?
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