Re: state reading and math tests

["GERALD BRACEY" <gbracey1@verizon.net>]

Checker had a conference asking whether or not NCLB was a Robin Hood law. 
Tom Loveless from Brookings presented data indicated that it wasn't, but 
what his data really show is that achievement, as measured by NAEP, slowed 
after NCLB.  He presented per-year averages, but that's misleading.  A video 
of the conference, which fairly interesting, the reports presented along 
with the PowerPoints from Loveless and another presenter are at 
www.edexcellence.net.

Jerry

----- Original Message ----- 
From: "George Sheridan" <learn@jps.net>
To: "ARN-L" <arn-l@interversity.org>
Sent: Wednesday, July 16, 2008 11:25 AM
Subject: [arn-l] state reading and math tests


> NEA's "Opening Bell" newsletter summarized recent reporting on a study by 
> the
> Center on Education Policy on student test scores since enactment of the
> so-called No Child Left Behind Act. If these stories were reported on ARN, 
> I
> missed them.
>
> Test scores have risen since NCLB, report shows.
>
>        The Washington Post (6/25, A2, Glod) reported, "Students are 
> performing
> better on state reading and math tests since enactment of the landmark No 
> Child
> Left Behind law six years ago, according to an independent study released" 
> on
> June 24 by the Center on Education Policy. The report "also found that 
> black and
> low-income students have made gains on those exams, frequently narrowing
> performance gaps with white and middle-income peers."
>
>        "But the law's contributions are hard to measure because a number 
> of
> states already were taking steps to boost reading and math, the study's 
> authors
> say. And because every public school falls under the law, there is no 
> group of
> students to use for comparison," added USA Today (6/25, King). "What the 
> law
> clearly has done -- the change some identify as its most notable 
> benefit -- is
> give researchers and parents the data to track student progress. By 
> requiring
> testing in math and reading every year from third through eighth grade and 
> once
> in high school, the law provides a wealth of information about a school's
> performance over time, broken down by such factors as race, income and
> disability." According to Jack Jennings, president of the Center on 
> Education
> Policy, NCLB does provide "a lot more accountability."
>
> Education Week (6/24, Cavanagh) noted, "The state gains in reading and 
> math were
> not as strong when compared with states' performance on the National 
> Assessment
> of Educational Progress (NAEP), the federally administered test that 
> judges
> states on a common scale." Still, "Mr. Jennings said that, on the whole, 
> the more
> modest state NAEP scores did not undermine the gains reflected in 
> individual
> states' assessments. NAEP scores still 'confirm the general trend,' he 
> said."
>
>        The New York Times (6/24, Medina) also covered the report findings, 
> as
> they pertain to N.Y. schools.
>
> George Sheridan
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