Fwd: High Stakes Testing Book

[Susan Harman <susanharman@igc.org>]

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  Date: Mon Feb 4, 2008 1:36:52 PM US/Pacific

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  Subject: High Stakes Testing Book

  MEDIA CONTACT: Theresa Danylak (585) 275-0777,tdanylak@warner.rochester.edu

  January 28, 2008

  Hursh Releases Book on High-Stakes Testing; Signing and Reading Set for March
  1

  Author, educator, and education policy expert David Hursh has written his
  newest book, High-Stakes Testing and the Decline of Teaching and Learning:
  The Real Crisis in Education(Rowman and Littlefield, $24.95), which releases
  this week. A book signing and reading, hosted by Barnes and Noble Booksellers
  in Pittsford Plaza, will take place at 7 p.m. on Saturday, March 1.

  Hursh, an associate professor at the University of Rochester’s Warner School
  of Education, has written the book as an autobiographical memoir of his
  40-year career as an educator in both K-12 schools and in higher education.
  The book uncovers how over the last decade New York State and then the
  federal government, through No Child Left Behind, have imposed increased
  testing and other regulations on students and teachers.

  Hursh discusses how these reforms have resulted in less, not more learning,
  as the curriculum has been made easier and how teachers are being
  deprofessionalized as they have less input into the curriculum. He also
  describes why such regressive reforms have occurred and what educators,
  parents, and community members can do to improve schools.

  Gloria Ladson-Billings, Professor and Kellner Family Chair of Urban Education
  at the University of Wisconsin-Madison, states that this book has given us
  the most compelling reason to challenge today’s high-stakes testing mania.
  “By moving from his personal story of exploring the real meaning of schooling
  in a democracy, Hursh explores the impact of high-stakes testing and
  draconian accountability measures in the widening circles of local, state,
  and international schooling,” says Ladson-Billings. “You must read this to
  understand the contours of this important debate.”

  Over the last decade, Hursh has been writing and speaking about the hazards
  of high-stakes testing and the impact it has had on teaching and learning. He
  co-edited the book, Democratic Social Education: Social Studies for Social
  Change(Falmer, 2000) withE. Wayne Ross, and has published more than 60
  journal articles and chapters appearing in edited books.

  In addition to his duties as a professor of teaching and curriculum, Hursh
  serves on several editorial boards, including both sections of the American
  Educational Research Journal and Policy Futures in Education, and on the
  board of reviewers for the Journal of Teacher Education. He is active in many
  local and international educational reform efforts, including Rochester’s
  Coalition for Common Sense in Education, a grassroots coalition, which he
  helped start, of parents, teachers, administrators, and higher education
  faculty and researchers who are committed to critiquing and organizing
  against the use of high-stakes testing in schools.

  Note to editors: A digital image of David Hursh and his book are available by
  calling (585) 275-0777 or e-mailing tdanylak@warner.rochester.edu.

  About the Warner School of Education

  Founded in 1958, the University of Rochester’s Warner School of Education
  offers master’s and doctoral degree programs in teaching and curriculum,
  school leadership, higher education, counseling, human development, and
  educational policy. The Warner School of Education offers a new accelerated
  option for its Ed.D. programs that allows eligible students to earn a
  doctorate in education in as few as three years part time while holding a
  professional job in the same field. The Warner School of Education is
  recognized both regionally and nationally for its tradition of preparing
  practitioners and researchers to become leaders and agents of change in
  schools, universities, and community agencies; generating and disseminating
  research; and actively participating in education reform. 

  # # #
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