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This report from ICI's National Center on Educational Outcomes (NCEO) provides a snapshot of how accommodations were included in policies across ACT, SAT, Partnership for Assessment of Readiness for College and Careers (PARCC), and Smarter Balanced during the 2015-16 school year. As required by federal and state legislation, all students, including students with disabilities and English learners (ELs), participate in state assessments used for accountability. Some states use assessments developed by consortia of states. States also are required to ensure that graduating students are college- and career-ready (CCR). Some states use state-administrations of the ACT or SAT as their measure of CCR. Many students with disabilities and ELs use accessibility features and accommodations to access each of these assessments. This report analyzes differences in the accessibility framework, decision-making process, and terminology across the four assessments. NCEO receives funding from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education; states; and several other organizations. Written by Sheryl S. Lazarus and Martha L. Thurlow.
Though the price of obtaining a postsecondary education can be steep, both traditional and online college degrees should be accessible to everyone. To offset costs, many seek alternative sources of funding, including grants, loans and scholarships. Students with disabilities who are entering college will find that there are selective scholarship opportunities for which they may apply that can help pay for school. Below, discover scholarships, both narrowly- and broadly-focused, that can help students with disabilities pay for their educations, as well as additional resources for obtaining funding.
The One Vote Now website provides resources and information to enhance the voting bloc of people with disabilities and protect the fundamental value of one person, one vote. New resources have just been added under Voting Essentials and Events. The One Vote Now website is updated on a daily basis so DD Councils should check the site frequently for new resources.
The accurate release of the State’s Colorado Measures of Academic Success illustrates to our stakeholders how our students performed on the state-wide assessments. The math and ELA components of CMAS were developed in collaboration with a consortium of states known as the Partnership for the Assessment of Readiness for College and Career (PARCC).
It is important to note that CMAS represents a shift for Colorado students and educators. The 2014-15 school year was the first year for the new ELA and Math assessments. CMAS is a more rigorous assessment that asks students not only for an answer, but it requires critical thinking skills to why an answer is correct or evaluating another person’s work. Additionally, the way CMAS is administered has changed. Paper and pencil assessments are giving way to online assessments on devices like iPads and Chrome books and include activities and simulations.
For teachers in Garfield Re-2 the data has been anticipated because teachers want to see how their students performed compared to the standards and they want to know how to Boost their instruction in the classroom to help every child become a 21st century learner and thinker.
“It’s all about workforce readiness. It’s about having our kids be critical thinkers, make deep connections to concepts and be able to collaborate and problem solve,” said Kathryn Senor Elementary Fourth Grade teacher Alli Rickert. “Students need to not only be able to solve a problem but know the why behind it.”
Rickert said that while it is difficult to look at the new scores and not compare them to the TCAP and CSAP scores of the past, using them as a baseline and a springboard to better classroom instruction is her focus.
“We mostly look at trends,” she explained. “We look at the areas that we did well in and areas that we need to grow in. We evaluate individual standards and see how kids did in those standards and what we need to do better to prepare our students for the workforce, for college, for whatever the world gives them next.”
Graham Mesa Elementary teacher Eunnyung Davis said that having the data come back late this year because of the necessary norming that must occur has been a challenge, but she hasn’t waited for the data to get deeper into the Colorado Academic Standards.
“It takes three to five years to really see the impact of this kind of change,” Davis said. “We’ve been doing deep professional development into the math standards and learning more and more strategies to engage all students and foster those critical thinking skills. We are asking more of our students and they are responding. I’ve seen it in my classes already.”
Rickert concluded by saying that assessment data, and how teachers use it to Boost their professional craft is about one thing — kids.
“It’s all about the kids. It’s about what I can do to support my kids. The scores can be difficult to look at sometimes, but we are moving forward and improving.”
Graham Mesa students featured in video
Students from Graham Mesa Elementary didn’t have to audition for their performance for a statewide video production last week. They just had to work hard and be willing to fail along the journey to finding the right answers.
Video crews from Climb Higher Colorado were at Graham Mesa Elementary last week filming fourth grade students, parents and math teacher Eunnyung Davis about techniques, philosophy and expectations used in Mrs. Davis’ math class. Climb Higher Colorado is a Colorado nonprofit organization whose message is “every child deserves the benefit of high expectations.”
One of the strategies that occurs in Mrs. Davis’ class — and many others across the district— is the use of performance based math tasks. This is a different take on traditional math instruction — one that requires trust of the teacher, trust of their classmates, and belief that sometimes you must struggle and fail to get to the right answer.
“The traditional model of math instruction is ‘I do’ as the teacher, ‘we do’ together as a class and then ‘you do’ as a student,” Davis said. “It’s a very slow release of your control as a teacher. By the time the students are working independently on the problem, they really get very little independent practice.”
Performance based math tasks begin with the students digging into the work prior to the teacher modeling the correct pathway to the answer. Once the students have worked as far as they can on the task on their own, the instructor regroups them into homogeneous or like-groups based upon where their skills began to break down in the question. Those groups of students begin to work through the problem together with the teacher asking guiding questions to help them solve it.
“Performance based tasks change the role of the teacher from the purveyor of knowledge to a facilitator,” Davis said. “The most important part of the lesson is the teacher finding a task where students of varying skill levels can be successful in engaging with the problem to some level. Some students will not get very far.”
“It’s a different way of looking at math,” added fifth grade teacher Amber Tharp. “It takes extra time to do these tasks, but I’ve been amazed at how the tasks have increased the mathematical thinking in my classroom. It causes the productive struggle. At first, they really struggle through the task.”
Davis added that the productive struggle is a skill that all students should be able to carry with them through life.
“We’re building a life skill,” Davis said. “A pattern of learning habits — that it’s OK to fail, but that through perseverance and continual learning, you can arrive at the answer.”
Rifle Middle gives awards
At the December school board meeting, Rifle Middle School honored William Allen, Mimi Allen and Kristy Slife as Staff Members of the Month for their ongoing mentoring support at RMS, Kathie Bernat and Lynetta Trevathan as Volunteers of the Month for their extraordinary support of RMS students and staff, and Columbine Ford as Business of the Month. RMS also honored eighth-grade student Garret Robinson with the EGGO award and Librarian Roberta Garcia for her 41 years of service to Garfield Re-2.
The next regular Garfield Re-2 school board meeting is January 12th at Coal Ridge High School at 5 p.m.
Theresa Hamilton is the director of districtwide services for the Garfield School District Re-2, serving Rifle, Silt and New Castle. Contact her at 970-665-7621.
Colorado’s Board of Education received the first statewide scores from its renovated testing program, known as the Colorado Measures of Academic Success, or CMAS, last week and the academic agency says results should be used only as a starting point for future assessment, not compared to other iterations of prior evaluation.
Beginning this past spring, the CMAS, in partnership with those states comprising the Partnership for the Assessment of Readiness for College and Career (PARCC), and emphasizing English language arts and mathematics, replaced the TCAP tests, or Transitional Colorado Assessment Program. Before that, the TCAPs replaced the state’s first required public testing process, the CSAP (Colorado Student Assessment Program) starting with the 2011-12 school year.
Initial data from the first year of the CMAS shows that, among the third- through 11th-graders who took the exams, fewer than 42-percent of any group met or exceeded English language arts grade-level expectations for the updated, more rigorous Colorado Academic Standards introduced during for the 2013-14 academic year. For math, no grade surpassed a proficiency of 37 percent.
In addition, although test-taking numbers were strong among elementary and middle school students, participation tails off grades 9-11, with less than 51-percent of 11th-graders taking part. A new law passed last spring no longer requires 10th- and 11th-graders to take the PARCC-designed evaluations.
“These scores don’t provide an apples-to-apples comparison to old test scores,” said Elliott Asp, interim commissioner of education, in a news release. “We should consider these scores as a new baseline from which we will measure the future success of Colorado students.”
CMAS tests will eventually function as the TCAPs and CSAPs did before it, in determining district accreditation and accountability ratings, as well as educator evaluations. In the meantime, the state legislature put in a place a one-year pause in the system to allow students and educators alike to familiarize themselves with both the new standards and assessments. Districts will continue implementing plan types assigned in fall 2014 before a new five-year accountability clock starts anew with the 2016-17 school year.
Individual student and district-level CMAS results, including Summit’s, will be released in a limited format on Friday, Dec. 4, before a full public release of the latter the morning of Friday, Dec. 11.
The PEAK School Thanksgiving Drive
As part of its Service Learning Day on Wednesday, Nov. 18, The PEAK School in Frisco held its first-ever Thanksgiving food drive with intentions of making the successful community service project an annual tradition.
Students sixth though eighth grade at the Summit County middle school collected and sorted nearly 500 donated, nonperishable food items including canned goods and baking supplies, in addition to roasting trays. The undertaking took place to help resident families in need of assistance to celebrate the holiday with full plates, and hopefully fuller stomachs.
The students’ efforts yielded 40 paper bags of food that were then distributed to the Family and Intercultural Resource Center (FIRC) in Silverthorne. The FIRC is a local assistance nonprofit serving Summit County since 1993, and lists its mission statement as promoting stable families. FIRC programs range from its food bank, to emergency and resource referral services, as well as childcare and even a teaching kitchen among its classroom spaces.
PEAK teachers attend fall forum
Speaking of The PEAK School, the college-preparatory day school sent two of its teachers to an annual enrichment meeting for professional development, this year in Portland, Maine.
Spanish teacher Monica Mills and Liz Roush of the STEM (science, technology, engineering and math) department attended the Coalition of Essential School (CES)’s Fall Forum. This year’s theme for the event was building new networks of likeminded innovators focused on change within a community, including students, parents, local activists and civic leaders.
The three-day conference centered around workshops on theoretical concepts and philosophy related to curriculum and teaching methods. A keynote speech was also given by Kim Carter, executive director of the Q.E.D. Foundation, a New Hampshire-based nonprofit made up of youth and adults who work together to create student-centered learning populations.
The CES maintains a vision of creating and sustaining personalized, equitable and challenging schools, and the Q.E.D. provides training and coaching in support of collaborative learning practices in education. Both fall in line with PEAK’s goals of providing an individual-first, intellectually driven course of study that fosters community development and a passion for learning.
The South Asia Hydromet Forum (SAHF) supports regional engagement to promote collaboration and enhance capacity at the regional and sub-regional levels towards improving Hydromet, Early Warning and Climate Services in South Asia. This regional engagement has three main pillars: i) Regional dialogue and knowledge sharing; ii) Regional training and capacity building activities, and iii) National level technical assistance to align with the regional engagement. Three SAHFs have been held since 2018, leading to the formation of the SAHF Executive Council, which has representation from all eight countries, and a weekly Forecasters Forum, which brings together technical experts and decision-makers to collaborate on weather and climate-related information.
The fiery news burning through the Tennessee General Assembly revolves around House Bill 1129, which was amended by lawmakers on Thursday to delay final implementation of Common Core, as well as the Partnership for Assessment of Readiness for College and Careers (PARCC) testing. A partnership of Democrats and Conservative/Libertarian-
How this eventually plays out will become evident over the next few days and perhaps weeks. Politics are politics. While other groups may revel with delight over legislative events, our concern is what message is sent to educators and subsequent what impact will occur in the classroom. We expect the House, the Senate, and the Governor's office will shape a final version of this legislation. Chances are the reverberation will be felt across the state and nation. But simply staying the course is an unlikely option.
Several times in the summer of 2013, we sat down with the leadership of the State Collaborative on Reforming Education (SCORE) to discuss some of the critical issues facing Tennessee educators, as well as what we were hearing at the time from across our state from teachers, parents and other groups. We pointed out several issues and concerns. These reservations largely fell on deaf ears. This does not make SCORE a bad organization nor am I trying to be disparaging. SCORE has a focus; just like any other educational organizations has their specific focus. Sometimes our interests will intertwine, other times they will be dynamically in opposition to one another.
In this case, it was clear they felt all was going well from their perspective on education reform. I concurred with their assessment about the standards. I do not believe the real debate and subsequent criticism was ever really about the standards themselves, but rather the surrounding periphery issues. But we differed in other issues and approach. I believe in fully discussing issues, as well as solving problems in a collaborative approach and in an open and transparent manner.
For SCORE, staying the course as designed was the prudent path of action. However, we understood, as an organization, that we had to strengthen our own advocacy efforts and deliver a more effective voice on behalf of educators to stakeholders and policymakers. We represent the real practitioners in the classroom. It is true that the president of the teacher’s union serves on SCORE’s steering committee. However, we would argue that alone does not deliver classroom teachers a voice in an organization that has such an impact over Tennessee education policy. Professional Educators of Tennessee has no obligation to embrace an agenda when it marginalizes the views of public educators.
Educators know a great deal about “what works,” but they alone cannot institute or sustain improvement without greater stakeholder involvement and informed policymaker advocacy. Education leaders must learn to think differently about what it will require for our profession to thrive, not just survive, and in order to remain relevant in today’s rapidly changing political climate. We must realize our proper role in educational leadership and student learning collectively and individually.
As far as online testing is concerned, we know from our own members, that many school districts are still not prepared, and it is estimated that 40% of the technology needed is still not in place statewide. Local school systems still face challenges to infrastructure and need to build network connectivity. There have been notable problems and substantial costs that local education agencies have had to absorb due to the move toward PARCC. The most common issues that the state has not addressed is ongoing or increasing costs, technical concerns and fears that the test could limit flexibility in crafting future curriculum.
The use of high-stakes testing as the sole measure of student achievement is justly under increased scrutiny. Transitioning Tennessee’s value-added data from TCAP to PARCC will take some time and adjustment. For example, we do not believe that the state has adequately made clear how TVAAS will handle the transition from all bubble-in tests to constructed response tests. Until some questions are better explained, we strongly support a delay in using student test results for Teacher Evaluations, at least until 2016-2017 at the earliest.
Tennessee children live in a dynamic world and their skills have to constantly be upgraded. We have to communicate effectively the needs of educators to policymakers on how to best accomplish this task in the K-16 community. Our position is easy to explain: Any standards that our state adopts must help our students achieve at a higher level. By doing this ultimately we will get more students to and through post-secondary work and help our students become productive citizens. As educators, our focus should be on how to accomplish that task.
When personalities and control issues can be kept in check—significant progress can be achieved in Tennessee classrooms. In a nutshell, educators are supportive of the more rigorous standards, but very few have confidence that new assessments will not be used as an indictment against their efforts, professionalism and competence.
Professional Educators of Tennessee
Copyright © 2022 Albuquerque Journal
There is an inextricable link between poverty and literacy – particularly between child poverty and literacy, according to education experts. And for many New Mexicans, the relationship is generational.
That is grim news for New Mexico, which had a poverty rate in 2021 of 19.1% – the third highest in the country and well above the national poverty rate of 13.4%, according to the U.S. Census Bureau. The rate is even higher for New Mexico’s children: 28% of children under age 5 live in poverty and 25% of children under age 18 live in poverty. (The 2021 federal poverty level for a family of four was $26,500 a year.)
Meanwhile, the 2021 Kids Count Data Book for New Mexico shows that 76% of fourth graders and 79% of eighth graders are not proficient in reading, more than 25% of high school students do not graduate on time, and nearly 12% of teenagers are neither in school nor working. Among adults, 29% read at the level of a 5- to 7-year-old.
“Literacy and poverty are closely tied together, and they can reinforce each other through generations,” said Amber Wallin, executive director of New Mexico Voices for Children. “If a child is living in poverty and facing difficult financial challenges, then one of the things that could come along with that is that their parents may have less time to work with them at home on studying and homework, particularly if the parents are working two jobs.”
The numbers support Wallin’s comments. New Mexico’s economically disadvantaged children are far less likely to meet studying proficiency standards than their non-disadvantaged classmates.
At the state’s largest school district, Albuquerque Public Schools, the numbers are particularly striking. For 2019 (prior to COVID restrictions), only 14% of economically disadvantaged 3rd grade English language arts students met or exceeded proficiency standards, compared to 47% of non-disadvantaged 3rd grade students, according to PARCC (Partnership for Assessment of Readiness for College and Careers) testing scores. Among 5th graders, 20% of economically disadvantaged kids were meeting proficiency standards, compared to 58% proficiency for non-disadvantaged students.
At the state level, 25% of disadvantaged 3rd graders met studying proficiency standards compared to 33% of non disadvantaged 3rd graders; and 27% of 5th graders met studying proficiency standards compared to 33 % of non-disadvantaged 5th graders.
Often, children living in poverty have less access to books at home and experience food insecurity, forcing them to go to school without having eaten dinner the night before, Wallin said.
“All of these things can create educational challenges for kids,” she said, and those challenges can limit a child’s educational opportunities, which in turn can impact their ability to thrive economically and negatively impact any children they may subsequently have, she said.
Lack of books
Not surprisingly, a large percentage of kids who enter school with low literacy levels come from economically disadvantaged homes, said Stephanie Fascitelli, Albuquerque Public Schools associate superintendent of special education.
In addition to coming to school hungry and having difficulty concentrating, students from these environments may “miss school because an alarm clock didn’t go off because the home’s electricity got shut off,” or they showed up to school unprepared because they lacked supplies to do homework.
By far, the biggest negative home-influenced factor, Fascitelli said, is a “lack of exposure to the printed word,” meaning an absence of books and other studying material in the home. These students often have little opportunity to visit public libraries, and they may have parents who do not read to them.
Still, there are plenty of examples of kids who come from poor backgrounds and are at, or exceed, the literacy level appropriate to their age and grade. These kids have parents, Fascitelli said, who make studying a priority “and take their kids to the library, because they have the wherewithal to do that, even if they can’t afford to buy books.”
Ellen Bernstein, president of the Albuquerque Teachers Federation, agreed that there is a link between poverty and literacy, saying, “it’s connected, but it’s not causal.”
Bernstein, who formerly taught special education as well as second and third grades, and was nationally board certified in early childhood instruction, said there are four components to literacy – reading, writing, speaking and listening – and each of those can be further broken down into additional elements.
“Speaking and listening are foundational to studying and writing, and you gain that by having a rich environment in which people are talking to you as a baby and as a toddler,” she said. “When kids don’t have those advantages, they often don’t develop the same foundational skills in speaking and listening that they need going into pre-K and kindergarten, and then they’re going to have to catch up.”
Feeding body and mind
That need for catching up is largely the reason that Title 1 legislation was born, said Bernstein. Title 1 of the Elementary and Secondary Education Act, signed into law by President Lyndon B. Johnson in 1965, was part of Johnson’s “War on Poverty.” The goal was “to flow money from the federal government to the states and to the schools for kids who were identified as living in poverty,” Bernstein said, and closing the achievement gap between socioeconomically disadvantaged students and those who had far fewer disadvantages.
According to The Education Trust, a Washington, D.C.-based advocacy, research and grant-making organization, it costs about 40% more to educate a student in poverty to the same standards as a student from a more privileged home, due to additional stress and trauma related to childhood poverty.
In order to qualify as a Title 1 school, 50% or more of the students must come from families living below the federal poverty level. Schools with Title 1 designation get extra federal funding to purchase such things as books and other learning materials, institute behavior supports and attendance programs, implement literacy programs to enhance community and parent engagement and update technology, including computers, software and training for teachers.
“When I was a principal at Apache Elementary School, I was able to hire a couple of studying intervention teachers with Title 1 funds,” Fascitelli said.
While most students at Title 1 schools also get free or reduced price lunches, those are paid for by a different federal program. Even though Title 1 doesn’t pay for those meals, Fascitelli said, eligibility for free or reduced lunches is among the metrics used for how much Title 1 funding schools receive.
Of APS’ 142 traditional and alternative schools, 109 have Title 1 status; of its 33 charter schools, 23 are Title 1, said Penelope Buschardt, the district’s Title 1 executive director. APS currently gets $32 million a year in federal funding for Title 1 programs, she said.
Statewide, 699 of New Mexico’s 847 public schools, or 82.5%, are Title 1 schools, said PED spokeswoman Judy Robinson.
Of 333,436 students statewide, 236,420, or 70.9%, receive free or reduced price lunches through the National School Lunch Program, “which is often used as a measure of financial disadvantage,” Robinson said.
A lack of education can feed that poverty rate. The state Department of Workforce Solutions reports that the poverty rate for New Mexicans 25 years and older with less than a high school certification is 33% – over five times that of people with a bachelor’s degree.
Poverty in NM
According to the U.S. Census Bureau’s American Community Survey:
• In New Mexico households with children, 14% of the heads of those households have neither a high school diploma nor high school equivalency certification, and 50% of the heads of households with children have only a high school diploma or equivalency certification.
• 32% of children in New Mexico live in families where no parent has regular, full-time employment; and 31% of children under age 18 live in low-income working families
• Of New Mexico children who live in low-income households, 47% live in households with a high housing cost burden.
A separate Census Bureau study conducted from Dec. 29, 2021, through Jan. 10, 2022, found that in New Mexico:
• 19% of households with children had little or no confidence in the ability to pay their next rent or mortgage payment.
• 46% of households with children had difficulty paying usual household expenses.
• 38% of households with children reported that the children were not eating enough because food was unaffordable.
Artists are often faced with unique challenges – getting noticed, making money, feeling fulfilled and productive. Often, the freelance lifestyle of an artist can be a roller-coaster and constant struggle to stay afloat and relevant. The trope of the starving artist is real.
A new program designed to pair artists to students may offer a new place to use your creative voice in a teacher/student setting.
The Philadelphia Arts in Education Partnership is looking for artists with diverse skills and backgrounds (visual artists, dancers, actors, musicians, writers, etc) to join the roster of Directory of Pennsylvania Artists in Education. These artists will have the unique opportunity to become artists in residence in schools and community sites across Southeastern PA.
The application process vets artists of all mediums for listing in their Artists In Education directory. Those selected will have access to funding and training during their artist residence. School and community settings may include a broad array of populations such as: public, private, parochial, and charter schools serving K-12 students; pre-K centers; senior centers; and units of government such as Veterans’ centers and homes.
The program is a bridge between artist and venue. Venues apply for programs, choosing from the directory of artists. The commitment is substantial – the program requests a commitment of at least 20 sessions – but if approved, your partnership will be fully funded by The Philadelphia Arts In Education Partnership.
“Our mission is to promote life-long learning in and through the arts for Pre-K to grade 12 students, seniors, and special populations in schools and community sites throughout southeastern Pennsylvania. We encourage excellence in arts education practice, grounded in the belief that the arts are integral to the comprehensive education of all learners,” says Sara Kattler-Gold, PAEP’s Program Coordinator,
DENVER — The second round of results for the latest standardized tests were released Friday, and round 2 appears to be much more ado about nothing.
The PARCC tests – Partnership for the Assessment of Readiness for College and Career – is the latest fad in testing, and it’s part of the Colorado Measures of Academic Success. District level scores for math and English were released Friday, following last month’s statewide scores.
State education officials insist they’re establishing a “new baseline for measuring student success.” If student participation data buried in Friday’s results are any indication, students and parents do not appear to share that enthusiasm. When it comes to the glut of standardized testing, parents and students, especially high school students, appear to be resisting. While participation was strong in elementary schools, some high schools saw less than half of their sophomores and juniors take the test, said the Colorado Department of Education in releasing Friday’s data.
At Battle Mountain High School, participation rates ranged from 77 percent for one of the math tests, to 19 percent for one of the English language arts tests.
Down the road at Eagle Valley, participation rates ranged from 97 percent for a ninth grade math test, down to 69 percent for an 11th grade English language arts test. Statewide, participation rates plunged to 45 percent for 11th grade math and 50 percent for 10th grade math. Third graders almost all showed up, ranging between 95 and 100 percent on all tests, both locally and statewide.
Even state lawmakers seem to have had enough. Last spring they passed a law mandating that students in grades 10 and 11 will no longer be required to take the CMAS tests in English language arts and math.
“Low participation at some schools could have an impact on results, so parents should look carefully at both achievement and participation,” said Elliott Asp, Colorado’s interim commissioner of education.
The PARCC test results were also months late in arriving. Students were tested last spring, with delivery of results originally promised by summer, so parents and teachers could use the data to tailor teaching to individual students. Asp said it took hundreds of educators several months over the summer to set performance levels for the new standardized test and they’d do better in the future.
“Colorado made a huge shift in 2010 toward higher standards designed to ensure students are truly ready for college or the workforce when they graduate from high school,” Asp said. “As parents get their first look at how their student and school performed on last spring’s tests, they need to remember that the bar has been raised, and although scores may look different, I’m confident they will rise as teachers and students gain more experience with the standards and the new tests.”
$78 million a year
A Denver-based education research firm found that Colorado state government and school districts spend up to $78 million a year on testing. Augenblick, Palaich and Associates also found that some kind of standardized testing takes place during every week of the school year, according to a new study. Just calculating direct costs, and not counting staff time spent preparing for tests instead of teaching, Colorado spends between $70-$90 a student is spent on standardized tests.
That’s $61.1 to $78.4 million annually, the study found. In a school year that sees students in class for 175 days, students spend between 7 percent and 15 percent of their time preparing for or taking assessments, the study found. For our $78 million, PARCC and other tests has some unenlightening takeaways:
Affluent white kids still score the highest.
Kids living in poverty still don’t score as well.
Neither do kids eligible for free and reduced lunches.
Native English speakers still score well
English language learners less so, still.
Staff Writer Randy Wyrick can be reached at 970-748-2935 or firstname.lastname@example.org.
The SAT will be moving online for students in the United States beginning in 2024. The State of Texas Assessments of Academic Readiness (STAAR) exam will be taken entirely online next year. Many other states already have fully online tests—and in response to the pandemic, graduate entrance and career certification exams have shifted online as well.
But as more high-stakes exams transition to an all-digital format, experts warn that students who are not as digitally literate as their peers could be placed at a disadvantage. As the trend toward wholly online testing continues, education leaders must consider how to ensure digital equity for the students taking these exams.
A study published in 2019 by Ben Backes and James Cowan from the nonprofit, nonpartisan American Institutes for Research found that students who took the Massachusetts state exam online performed worse, on average, than students of similar abilities who took the same test on paper. The difference was less dramatic for second-time test-takers, suggesting that familiarity with the digital format played a key role in the discrepancy.…Read More
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