Posts Tagged With: standardized testing

Whom We Admit, What We Deny

Provocative assertions from a famous provocateur…what Alfie Kohn has to say about selective admissions.

“Send us winners and we’ll make winners out of them.”— James Moffett

What does it mean when a school, having rejected a child who applied for admission, explains that he or she just “isn’t a good fit” (or “match”) with the school? In some cases, sure, the phrase would seem appropriate — for example, if there’s a marked discrepancy between the school’s and the family’s religious orientations, or if the school is committed to progressive education while the parents demand grades, quizzes, worksheets, and traditional discipline….

LINK: Whom We Admit, What We Deny: The Meaning of Selective Admissions.

Post Source: Winter 2012 issue of Independent School magazine.  Also can be found on the Articles page of Alfie Kohn’s website.

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Ravitch: Whose Children Are Left Behind?

Ravitch’s willingness to challenge prevailing winds and her efforts to focus decision-making on relevant data offers a lesson for all educators. Besides, all teachers need to be aware of national trends in education.

Ravitch: Whose Children Are Left Behind?

I thought testing would help diagnose the problem and help teachers identify kids’ needs and that charters would serve the underserved and collaborate with public schools. I was wrong on all accounts, said Diane Ravitch in her Friday keynote speech at the Opportunity to Learn Summit, in Washington, D.C.

Ravitch, an education historian and former advocate for charters and standardized testing, examined some of the outcomes of a system that holds up testing and charters as holy grails and allows both to spread indiscriminately…

LINK:  Ravitch: Whose Children Are Left Behind?.

Post Source: ASCD Community Blog: inservice – Bryan Harris

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Stanford Economist Rebuts Much-Cited Report That Debunks Test-Based Education

One more example of what we tell our students: make sure the data supports your conclusions…

When the National Research Council published the results of a decade-long study on the effects of standardized testing on student learning this summer, critics who have long opposed the use of exams as a teaching incentive rejoiced.

But Eric Hanushek, a Stanford University economist who is influential in education research, now says the “told you so” knee-jerk reaction was unwarranted: In an article released Monday by Harvard University’s journal Education Next, Hanushek argues that the report misrepresents its own findings, unjustifiably amplifying the perspective of those who don’t believe in testing. His article has even caused some authors of the NRC report to express concerns with its conclusions.

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By Joy Resmovits

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