A Look at the Education Crisis: Tests, Standards, and the Future of American Education

Autor/inn/en	Boser, Ulrich; Baffour, Perpetual; Vela, Steph
Institution	Center for American Progress
Titel	A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Quelle	(2016), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Common Core State Standards; National Competency Tests; Outcomes of Education; Achievement Gains; Achievement Gap; Minority Group Students; Disabilities; State Policy; Educational Policy; Poverty; Low Income Students; Urban Schools; Reading Achievement; Mathematics Achievement; Grade 4; Grade 8; Educational Assessment; Educational Quality; Teacher Effectiveness; Educational Equity (Finance); Futures (of Society); Educational Trends; Advanced Placement; California (Fresno); California (Los Angeles); California (San Diego); District of Columbia; Florida; Georgia (Atlanta); Illinois (Chicago); Kentucky; Maryland (Baltimore); Massachusetts; Massachusetts (Boston); Michigan (Detroit); Mississippi; New Mexico; New Mexico (Albuquerque); New York (New York); North Carolina (Charlotte); Ohio (Cleveland); Pennsylvania (Philadelphia); Texas (Austin); Texas (Dallas); Texas (Houston); West Virginia; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bildungsreform; Common core curriculum; Curriculum; Kerncurriculum; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Handicap; Behinderung; Politics of education; Bildungspolitik; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Future; Society; Zukunft; Bildungsentwicklung; Master-Studiengang
Abstract	In many ways standards-based school reform is at a crossroads. On one side, the movement has made tremendous strides. The Common Core State Standards Initiative, known simply as Common Core, is now strongly established in more than 40 states. Many teachers believe that the new, higher academic standards have helped them improve instruction. And, most importantly, a solid body of data demonstrates that the standards-based reform movement has shown success in raising student outcomes. To look more deeply at the state of the education system--and the state of standards-based reform--the authors of this report analyzed the latest data from two national assessments: the National Assessment of Educational Progress (NAEP) and the Trial Urban District Assessment (TUDA). Using data from TUDA and NAEP, this report estimates the absolute number of students at or above proficient for each disaggregated group. The authors started with the overall percentages of students scoring proficient or above or scoring advanced or above on each NAEP exam in 2015. They then compared these data with estimates of the total school-age population for each group. Key findings include: (1) Some states and districts are making clear gains; (2) The state and local policy environment matters; (3) In many locations, students of color and students living in poverty still have extraordinarily low achievement; and (4) When it comes to students performing at the advanced level, outcomes are also rock bottom. (ERIC).
Anmerkungen	Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01