SAT Assessment and Test Preparation Resources for the Administrator
"On two occasions, I have been asked [by members of Parliament], 'Pray, Mr.
Babbage, if you put into the machine wrong figures, will the right answers come out?' I am not able
to
rightly apprehend the kind of confusion of ideas that could provoke such a question."
2015 Pisa tests 2012 top 10
Andreas Schleicher, the OECD's director of education and the creator of the Pisa tests. The difference
from
a system such as England, says Mr Oates, is how the information is used - for example in Finland exam
results are not published in school league tables as they are in England.
2015 Validity
of the SAT® for Predicting First-Year College Grade Point Average
Prior research has found that the SAT underpredicts females' college performance and overpredicts
minority students' college performance. The results show that the changes made to the SAT did not
substantially change how predictive the test is of first-year college performance. Across all
institutions,
the recently added writing section is the most highly predictive of the three individual SAT sections. As
expected, the best combination of predictors of FYGPA is HSGPA and SAT scores
Only 43% of 2012 year's college-bound seniors met the SAT College and Career Readiness
Benchmark, which indicates a 65% likelihood of achieving a “B-” average or higher during the
first year of college. MORE http://press.collegeboard.org/.
2010 Research that Pays - Reading for Understanding - Awards
Department of Education in the College University needs to die. University professors don't say anything about the U. S. Department of Education. Because THE Politically Connected get the Public's money. These prostitutes are paid off with $100 million dollars and want to keep it that way.
WHILE THEY FIRE TEACHERS THE FEDS HAND OVER 100 MILLION TAX DOLLARS TO PRIVATE
BU$INE$$.
#1 IES - Institute of Education Sciences is the U.S. Government!
Institute of Education Sciences 555 New Jersey Avenue, NW Washington, DC 20208
2010 Hands out $100 million of our tax dollars!!! for more lousy reading instruction crap
pdf to the biggest testing and
assessment business' on the planet including the Educational Testing Service ETS.
While Elizabeth Albro hands over 100 Million Dollars of our money to the rest of these
idiots
Read and Comprehend this!
Apple has 25,000 employees in the US, Foxconn has 250,000 in southern China
alone. "The company," he points out, "has grown at an astounding rate, first in
Taiwan and later in China. Its revenue last year was $62bn, larger than Apple Inc, Microsoft Corp, Dell
Inc
or Intel. Foxconn employs more than 800,000 people, more than the combined worldwide head count of Apple,
Dell, Microsoft, Hewlett-Packard Co, Intel and Sony Corp." JOBS - Mass production where companies
scale up, they work out design details, figure out how to make things affordably, build
factories and hire people by the thousands that will make a difference in the American Economy.
Program Manager: Dr. Elizabeth Albro Institute of Education Sciences
U.S. Department of Education
400 Maryland Avenue, SW
Capital Place, Room 621
Washington, DC 20202
Telephone: (202) 219-2148 or Program Manager Elizabeth.Albro@ed.gov
Dr. Karen Douglas (202) 208-3896 Karen.Douglas@ed.gov
Liars, this isn't professional development money at all it's
their gravy train.
Title: Assessing Reading for Understanding: A Theory-based, Developmental
Approach
Name of Institution: Education Testing Service
Principal Investigator: Sabatini, John
Award Amount: $14,824,22
Title: Catalyzing Comprehension Through Discussion and Debate
Name of Institution: Strategic Education Research Partnership Institute
Principal Investigator: Donovan, Mary Suzanne
Award Amount: $19,352,384
Award Period: Five years
Title: Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K
to
5th Grade Student Comprehension
Name of Institution: Florida State University
Principal Investigator: Lonigan, Christopher
Award Amount: $20,000,000
Award Period: Five years
Title: Reading for Understanding Across Grades 6 through 12: Evidence-Based Argumentation for
Disciplinary
Learning
Name of Institution: Board of Trustees of the University of Illinois
Principal Investigator: Goldman, Susan
Award Amount: $19,256,585
Award Period: Five years
Title: The Language Bases of Reading Comprehension
Name of Institution: Ohio State University
Principal Investigator: Justice, Laura
Award Amount: $19,999,999
Award Period: Five years
Title: Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades
7--12
Name of Institution: University of Texas at Austin
Principal Investigator: Vaughn, Sharon
Award Amount: $20,000,000
Award Period: Five years
The Texas initiative Vaughn, Sharon Reading First Crooks and Liars
READING FIRST FEDERAL READING PROGRAM IGNORED LAW & ETHICAL STANDARDS
FOLLOW THE MONEY
The Texas initiative became a model for Mr. Bush's federal reading program once he became
president. The design team for Voyager included researchers Sharon Vaughn, Edward J.
Kame'enui, Roland H. Good III, and Joseph Torgesen. Those respected scholars in reading and special
education went on to become pivotal consultants to the, Reading First program
referred to Justice a connection that some critics said might give Voyager an unfair advantage
in
gaining entree to Reading First schools.
During these early days of the program [Reading First], various department personnel met with
representatives of the major publishing companies-- and some of the smaller ones-- to urge them to beef
up
their programs and to reflect a greater emphasis on SBRR. It was a clear echo of Carnine's earlier
work with NCITE. By all accounts, the meetings were informal and well-received.
One of those meetings was a lunch in Washington involving the department and representatives of Scott
Foresman of Livonia, Mich., publishers of a major basal textbook. Accompanying Scott Foresman officials
was Sandy Kress, a close presidential adviser and one of the architects of No Child Left Behind, who had
become a lobbyist for Pearson, Inc., Scott Foresman's parent company. The meeting was unremarkable
save for the appearance of two faces then-relatively unknown in the nation's capital: Ed Kameenui
and
Deborah Simmons, professors and longtime colleagues of Carnine at the University of Oregon. Along with
Sharon Vaughn, a reading researcher at the University of Texas, the pair had just
signed
with Scott Foresman to produce a new basal, scheduled for release in 2007.
Vaughn was the other member of the Voyager Passport design team, and
one
of the four chairmen of the secretary's Reading Leadership Academy, which exerted enormous influence
over Reading First; the others were Moats, Kame'enui and his Oregon colleague Douglas Carnine.
States
such as Alabama, North Carolina and Washington specified in their Reading First grants that every one of
their reviewers for local proposals would have to be approved by one of those chairmen.
EVALUATION & EVALUATING THE EVALUATORS
OH YES - THERE IS BIG MONEY IN EVALUATION
Education
Disinformation Detection and Reporting Agency
EDDRA is dedicated to analyzing reports, dispelling rumors, rebutting lies about public education in the
United States. It represents an on-line version of the work I have been doing since 1991. -- Gerald
Bracey
Data Quality Campaign finds that states
have made "unprecedented progress" in building the technology needed to collect
statewide data on students' academic progress from year to year, but it will take a
political push to ensure all states have fully operational student-data systems by September. The report
says nearly half the states now have systems that meet what the campaign deems the 10 critical elements
for
collecting longitudinal data on individual students and teachers from kindergarten through college and
career. All states and the District of Columbia have put into place four of the 10 elements: a unique
student-identification code that links information from various agencies through the years; student-level
data on enrollment, demographics, and participation in specific programs; the ability to match student
test
data from one year to the next to calculate growth in achievement; and the ability to track individual
students who graduate or drop out of school each year. In addition, nearly all states now have auditing
systems to determine the accuracy and validity of the data and information on the number of students not
included in state assessments. With most of the technology infrastructure in place, the report says,
states
must now grapple with more politically delicate issues, such as tying student test scores to individual
teachers and their preservice-preparation programs, and ensuring educators and policymakers understand how
to appropriately use the data collected.
LA Times Filch is a Liar and Manipulate the Teacher Evaluation Story
I don't see how one can claim as a lead that our study "confirmed the broad conclusions"-- the only thing we confirmed is that when you use a value-added model to estimate teacher effects, there is significant variability in these effects. That's the one point of agreement. But where we raised major concerns was with both the validity ("accuracy") and reliability ("precision"), and our bigger focus was on the former rather than the latter. The research underlying the Times' reporting was not sufficiently accurate to allow for the ratings.
US Depts of Education: State Comprehensive Testing, Accountability & Assessment Drives us into the ground.
A new report from the Data Quality Campaign finds that states have made "unprecedented
progress"
in building the technology needed to collect statewide data on students' academic progress from year
to
year, but it will take a political push to ensure all states have fully operational student-data systems by September, according to
Education Week. The report says nearly half the states now have systems that meet what the campaign deems
the 10 critical elements for collecting longitudinal data on individual students and teachers from
kindergarten through college and career. All states and the District of Columbia have put into place four
of
the 10 elements: a unique student-identification code that links information from various agencies through
the years; student-level data on enrollment, demographics, and participation in specific programs; the
ability to match student test data from one year to the next to calculate growth in achievement; and the
ability to track individual students who graduate or drop out of school each year. In addition, nearly all
states now have auditing systems to determine the accuracy and validity of the data and information on the
number of students not included in state assessments. With most of the technology infrastructure in place,
the report says, states must now grapple with more politically delicate issues, such as tying student test
scores to individual teachers and their preservice-preparation programs, and ensuring educators and
policymakers understand how to appropriately use the data collected.
See the report: http://www.dataqualitycampaign.org/
Testing is Big Business - You Can Buy TESTS.
Mental Measurements Yearbook -
Provides full-text information about, and
reviews of, all English-language standardized tests covering educational skills, personality, vocational
aptitude, psychology, and related areas as included in the printed Mental Measurements Yearbooks. Produced
by the Buros Institute.
There is some information from the ERIC
Clearinghouse on Assessment and Evaluation, and the Buros Institute look
at their Instructional Resources
To purchase the actual test materials, you will
need
to contact the test publisher(s).
Education Dept. Plans To Break Up Evaluation Office 4/02
American Evaluation Association
We
value high quality, ethically defensible, culturally responsive evaluation practices that lead to
effective
and humane organizations and ultimately to the enhancement of the public good.
High stakes testing leads to under-serving or mis-serving all students, especially the most needy and
vulnerable, thereby violating the principle of “do no harm.” The AEA opposes the use of tests as the sole
or
primary criterion for making decisions with serious negative consequences for students, educators, and
schools. The AEA supports systems of assessment and accountability that help education. Find an
Evaluator
Planning and
Evaluation Service U.S. Dept. of Education
Word of caution for anyone organizing for political reform. By the time organization is accomplished,
robots
will put vast numbers of people out of work and the political issues will be vastly different. Ditto for
education, too: the leaders and shakers of the world grew up during the Eisenhower years and are bent on
perfecting an Eisenhower-model education system. What kids need is to fit into the world of the future,
not
the world of the past. And with work a thing of the past, will ethnic identity matters consume a huge
amount
of the political landscape? It is already starting to happen. - anonymous
History Of American Education Web Project
Links of interest to evaluators
Evaluating States to States In Areas Other Than Education
Statistical Abstracts of the United States - U.S. Census
Evaluating State & Districts School
National Center for Education
Statistics
THE WHOLE CHILD IN A FRACTURED WORLD
Commissioned by the Association for Supervision and Curriculum Development (ASCD), a new paper by Harold
"Bud" Hodgkinson is designed to assist in recasting the definition of a successful learner from
one whose achievement is measured solely by academic tests, to one who is knowledgeable, emotionally and
physically healthy, civically engaged, prepared for economic self-sufficiency, and ready for the world
beyond formal schooling. The report documents the "splendid isolation of the U.S. educational
system" providing an overview of the complexity, the challenges, and the flaws in measuring efficacy.
For example, the U.S. Department of Education contributes only 10 percent of total education spending, but
it issues 90 percent of the regulations that schools must follow. Hodgkinson proposes five themes for
consideration:
(1) Equity. Who gets access and who doesn't?
(2) Coordination. Should there be one national standard for student proficiencies, set by the federal
government, or a standard for each state? Who decides?
(3) Knowledge Integration. How can we develop a common vocabulary for education discourse?
(4) Sequence. In regards to learning and teaching, what should happen to people at what moment in their
lives? (5) Wholeness. Could schools collaborate with health, school, and community organizations in
maximizing potential using a whole child approach? "If decisions about education policy and practice
started with 'What works for the child?' how would resources -- time, space, and human -- be
arrayed
to ensure each child's success?" said Gene Carter. "If the student were truly at the center
of
the system, would could we achieve?"
http://www.ascd.org/ASCD/pdf/fracturedworld.pdf
Evaluating Education Performance State to State
- National Center for Education Statistics
- Full Version of the
Digest below
Digest of Education Statistics Tables and Figures
List of 2003 Charts & Figures
ASSESSMENT
Quality
Integrity
Accreditation
The School Information
Partnership
is a public-private collaboration designed to empower parents, educators and policymakers to use the No
Child Left Behind (NCLB) data to make informed decisions and improve school results. Standard &
Poor's created the website which includes a suite of interactive analytical tools from Standard &
Poor's School Evaluation Services and the National Center for Educational Accountability's Just
for
the Kids. For schools, districts and states across the nation, the website will display available data
required to be publicly reported under NCLB. This initiative is funded by The Broad Foundation and U.S.
Department of Education.
The National Advisory
Committee on Institutional Quality and Integrity (NACIQI)
was established under the Higher Education Amendments of 1992 (Public Law 102-325). Section 114 of the
Higher Education Act, as amended (HEA), provides for a Committee composed of 15 members appointed by the
Secretary of Education. The law specifies that members should be representatives of, or knowledgeable
concerning, education and training beyond secondary education, including representatives of all sectors
and
type of institutions of higher education, as well as a student representative.
Regional Accreditors The Higher Learning Commission of the North Central Association of Colleges and
Schools.
National Accreditors The Accrediting Commission of Career
Schools and Colleges of Technology.
DEPARTMENT OF EDUCATION ORGANIZATIONAL DIRECTORY MARCH 2002 Office of
Management Executive Office.
READ the The General Accounting Office report that
activities are under way to improve teacher training, but reporting on these activities could be enhanced.
[PDF 1.47KB]
Why
Most Published Research Findings Are False ~John P. A. Loannidis
It can be proven that most claimed research findings are false. As has been shown previously, the
probability that a research finding is indeed true depends on the prior probability of it being true
(before
doing the study), the statistical power of the study, and the level of statistical significance.
How To Prepare
My Child
for State Exams
Most State Education Pages are providing the public with either sample tests or released
questions from previous exams.
- State Testing
Page
Find out which states are providing the public with online sample tests and released questions from previous exams. - Full Math
Test
Releases
As more states release full past exams instead of sample sheets we will post them. - TIMSS Math
and Science Page
In addition to practicing State Exams we also suggest sampling Tests provided by the Third International Math and Science Study. This is the famous series of international exams where the US scored 13th in the world. - State Math
Page
This page is designed to provide parents to easy access to state mathematics exams as they become available to the public. - State
English/Reading Page
This page is designed to provide parents to easy access to state English exams as they become available to the public.
THE NATION'S REPORT
CARD
Programme for International Student Assessment, or PISA, given
every
three years to 15-year-olds around the world, have helped drive changes in educational guidelines. The
goal
of PISA is to represent outcomes of learning rather than outcomes of schooling. By placing the emphasis on
age, PISA intends to show not only what 15-year-olds have learned in school, but outside of school as well
as over the years, not just in a particular grade. PISA thus seeks to show the overall yield of an
educational system and the cumulative effects of all learning experience. Focusing on age 15 provides an
opportunity to measure broad learning outcomes while all students are still required to be in school
across
the many participating nations. Finally, because years of education vary among countries, choosing an
age-based sample makes comparisons across countries somewhat easier.
School Results.org, will serve
as
a clearinghouse for new state report cards on education, parents and policy-makers can make comparisons
across districts and track student progress.
Search for Public
Schools
(National Center for Education Statistics). Search by Zip Code to identify community schools, then view
the
data available on each school and its students.
American
Factfinder (Census Bureau).
Population and housing data from Census 2000 searchable by zip code. Educational attainment and language
spoken at home data is in Summary File 3 (SF3).
Sources covering
California only
Rand California
Academic Performance Index.
Enrollment Statistics.
Enrollment by Ethnicity Statistics.
Limited English Proficiency Statistics.
Public High School Performance Statistics.
School District Financial and Demographic Statistics.
Schools Computer and Internet Access Statistics.
Detailed Student Transition from Limited English to Fluent English Statistics.
Teacher Demographic Statistics.
| Help Kids on Standardized Tests | Standards and Assessment | How Do Students Compare? | Report Card Info |
Preschool Assessment | High School Assessment | Special Ed Assessment |
How to Help Your KidsDo Well on Standardized Tests
| Accreditation Through Technical Evaluation of Standardized Tests | Tips for parents: how to help children with tests and what to ask teachers about their child's performance. |
| eduTest | Online educational assessment and drills - you must register to access diagnostic tools for teachers, parents, and student - but there is no cost. |
General Standards and Assessment
Examples of excellent standards and information on assessment from the state and federal governments.
| CRESST
Home Page Another rich resource on standards and assessment at the national level. This site is funded by the national government. |
Mecrel
Standards Site This site not only lists model standards in most curriculum areas, but provides a wealth of direct connections to teacher-friendly sites to support every standard. |
| International Data And Comparison Unicef's findings from a 1995 survey of primary schools in 14 of the world's poorest countries. |
The Condition of
Education 1997 This is an excellent summary of statistics derived from a variety of reports published at the national |
How Do Our Students Compare?
Assessment results used in comparing students in the United States. Includes links to NAEP results, TIMSS
results, and the IEA Reading Literacy Study Report.
| National Assessment of Educational Progress (NAEP) State-by-state testing results in Geography, Math, Reading, Science, U.S. History, and Writing. See how California's scores compare. Includes sample questions! |
Third
International Mathematics and Science Study (TIMSS) How do math and science abilities of students in the United States compare to abilities of students in the rest of the world? Investigate the reports to find out. Also includes testing information and e-mail access to steering committee members. |
| Reading Literacy
in
the U.S 1996 Findings from the IEA Reading Literacy Study. Compares reading abilities of students in the U.S. to students in other countries. |
Research on reading in the US
2000 Raising Inner - City Reading Levels What Every Educator Needs to Know |
| STAR Official Web
Site
California Official Standardized Testing and Reporting Program web site provided by Harcourt Educational Measurement |
STAR Test
Results Now Accessible! This page also has links to the publisher and the state department. |
| STAR - Ranking of California
Schools Ranking of California schools based on 1999 STAR Test results, courtesy of Associated Press. |
Report Card Information
A result of the new emphasis on tying report cards to standards. Features sample report cards!
| Evaluating: Grading and Scoring short articles regarding letter grades, alternative report cards, weighted grades, and more. |
Federal Way
School's Teacher Learning Center Example of standards-based report cards for kindergarten through high school. |
Preschool Assessment
| A Developmental Approach to the Assessment of Young Children By Lilian G. Katz. The purposes of assessment, risks of preschool assessment, and involvement of children in the assessment process. Also contains links to other articles! |
Preschool Assessment Sites relating to the controversial issue of preschool assessment. |
High School Assessment
| S.A.T.
Information On-line S.A.T. registration, practice questions, and insights from the test makers themselves. |
Advanced Placement Exams Access to information for parents, students, and teachers on AP exams, including benefits of AP courses, information about testing conditions, and sample exams. |
| G.E.D.
Information All about the content and scoring of the General Education Development exams. Includes local contacts. |
High School Assessment Sites Information for parents, students and educators about Golden State Exams, Advanced Placement Tests, S.A.T.s, A.C.T.s and G.E.D.s. |
Special Education Assessment
|
Brigance Comprehensive Inventory of Basic Skills -- Revised This inventory tool is aligned with Reading First a known Scam |
Special Education Assessments Favorite assessments used in special education classes. Find out about the Brigance Comprehensive Inventory of Basic Skills, the Woodcock-Johnson Psycho-Educational Battery, the Peabody Picture Vocabulary Test, and the Kaufman Assessment Battery for Children. |
TEACHER, CAN YOU SPARE A DIME?
According to a study provided to TIME by the research firm Quality Education Data, a division of
Scholastic,
U.S. elementary school teachers spend more than $1billion a year of their own money on supplies for their
classrooms. The average teacher's personal contribution is a surprising $521 annually, 35% more than
what the school provides them with to buy such things as paperbacks, software, instructional posters and
art
supplies. Teachers, with an average salary of $42,000, say what they need most is materials for at-risk
students, like books for a fifth-grader who reads at a first-grade level or posters for students who
aren't proficient in English. Those who spend the most, first-year teachers ($701 a year), are also
the
lowest paid. - From PEN.
Teacher Salaries Facts and Articles
Teaching to the Test - K-12 Standards
HOW DO YOU TEST AND ASSESS SOMEONE'S CHARACTER
DROP OUT / PUSHED OUTHow long do children have the right to stay in school?
- RETENTION & Social Promotion - Who will benefit?
- Drop out Pushed out scandal.
- What horrible things are going on in your state?
- CHEATING AND FALSE REPORTING BY THE DEPT. OF EDUCATION
TESTING Objections Over State Testing Are Widespread
May 2007
Department of Education violates the Constitution to silence those who disagree with its agenda of
high-stakes testing. Kohn, author of "The Case Against Standardized Testing: Raising the Scores,
Ruining the Schools," published by Heinemann in 2000, said in a written statement that there is an
urgent need for discussion on the downsides of testing at a time when the federal No Child Left Behind law
is up for reauthorization.
Department of Education Convicted. Superior Court Judge Hiller B. Zobel ruled the DOE violated Kohn's civil rights and ordered the state Department of Education to pay more than $155,000 in legal fees for
violating the civil rights of Alfie Kohn noted standardized testing critic by preventing him from speaking
at a conference. The state official's e-mail said "it was stupid" to use the state funds to
support a speaker who is "diametrically opposed" to the state's agenda, according to court
documents.
In addition to awarding the fees in his final judgment, the judge also issued an injunction prohibiting
the
Department of Education from denying grant money for any conference unless the speech topic is clearly
unrelated to the conference's subject.``The judge is now going to craft an injunction which specifies
exactly what the Department of Education must do or can't do in the future, as a result of having been
liable for trying to silence dissent." It follows the court's ruling last August that the
department violated the First Amendment when it threatened to withdraw funding for the conference if
Belmont
author Alfie Kohn delivered the keynote address. Alfie Kohn was barred from speaking at an education
conference in Massachusetts by the Department of Education because of his criticism of standardized
testing.
The American Civil Liberties Union sued on behalf of Kohn and a school principal, a counselor, and a
parent
who wanted to hear the speech. Kohn was scheduled to speak on standardized testing at a conference funded
by
the department in 2001. The DOE threatened to withdraw its money if Kohn was permitted to speak.
"The MCAS has not changed one bit in the past five years. He argues that such tests
short-circuit real teaching and learning." ``It remains a test that measures what matters least about
learning, and the damage it does because of its high-stake status is incalculable, both to the students
who
are forced out of school without a diploma because they don't think they can pass and how it displaces
meaningful learning," said Alfie Cohen
Is America prepared to compete in the future global marketplace? A new study says a radical overhaul of American education is needed if we are to be prepared. Listen to HARRY SPENCE, author of Tough Choices or Tough Times report mp3
New Commission on the Skills of the
American Workforce.
Among the reports recommendations include: starting school for most children at age 3, and ending high
school after 10th grade. Students then would opt for either technical college or spend two years in
college
prep courses.
2007 The U.S. Education Department reported nationwide, 73% of 12th-grade students achieved a "basic" reading score in 2005, down from 80% in 1992, according to the NAEPa sampling test the government calls the "nation's report card." Sixty-one percent scored at or above the basic level in math. National Assessment of Educational Progress Report - Download Report Could these disappointing results be blamed on stupid, malformed tests and the are making so much money for the companies who publish them?