Report Pans How States Set the Bar

Autor/in	Manzo, Kathleen Kennedy
Titel	Report Pans How States Set the Bar
Quelle	In: Education Week, 27 (2007) 7, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; State Standards; Academic Achievement; Reading Ability; Educational Improvement; Reading Readiness + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; Reading competence; Lesekompetenz; Teaching improvement; Unterrichtsentwicklung; Reading rate; Reading speed; Lesegeschwindigkeit
Abstract	The random and sometimes erratic nature of state proficiency standards makes for an assessment system that is "slipshod," obscure, and potentially unreliable, contends an outspoken think tank's analysis of the testing benchmarks set by 26 states. The range of expectations--3rd grade reading proficiency can mean performing at the 6th percentile on one state's test, but at the 62nd on another's--spells "big trouble" for standards-based improvement efforts and the No Child Left Behind (NCLB) Act. The report from Thomas B. Fordham Foundation reinforces growing concerns that, despite the federal mandates and the improved reporting of student-achievement data under the NCLB law, no common yardstick exists for comparing those school improvement gains across states. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10