Ed Week

Landmark Equity Study Turns 50

Education Week - Tue, 07/19/2016 - 5:58pm
The last living co-author of the Coleman study on educational opportunity discusses the legacy of the famous report.
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Q&A: U.S. Secretary of Education John B. King Jr.

Education Week - Tue, 07/19/2016 - 5:49pm
The U.S. Department of Education's top official discusses the Every Student Succeeds Act, equity, and other education issues.
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Vouchers Put Some Parents in Squeeze on Special Ed. Rights

Education Week - Tue, 07/19/2016 - 5:38pm
In order to accept vouchers for private schools, parents of students with disabilities generally must waive their children's individual rights to services under the federal special education law.
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Summer Programs Help First-Gen. College Goers Brave the Leap

Education Week - Tue, 07/19/2016 - 5:32pm
Colleges are working harder to provide summer experiences for top high school students who may be the first in their families to attend college.
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Data Looms Large in Quest for New School-Quality Indicator

Education Week - Tue, 07/19/2016 - 5:31pm
States are looking hard at what it will take to gather the right information for a new indicator of school quality or student success under the Every Student Succeeds Act.
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Digital Device Choices Could Impact Common-Core Test Results, Studies Finding

Education Week - Tue, 07/19/2016 - 5:21pm
Some test questions are likely harder to answer on tablets than on laptop or desktop computers, presenting a new challenge as states move to online assessments.
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The Melania Trump Plagiarism Charge: A Teachable Moment?

Ed Week - Curriculum - Tue, 07/19/2016 - 4:55pm
A scenario familiar to many classroom teachers is playing out on a much bigger scale at the Republican National Convention.
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Study: Give Weak Teachers Good Lesson Plans, Not Professional Development

Ed Week - Curriculum - Tue, 07/19/2016 - 1:23pm
A recent study found that giving middle school math teachers access to inquiry-based lesson plans and online support significantly improved student achievement—and benefited weaker teachers the most.
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Top-Performing Countries Give Teachers Deeper Training in Elementary Content

Ed Week - Research - Tue, 07/19/2016 - 1:14pm
Top-performing countries use U.S. research on the best ways to train and support elementary teachers. But American schools often don't use those best practices, finds a new study.
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Assessment Literacy Definition, Resources Now Available

News - Tue, 07/19/2016 - 1:12pm

Assessment matters for teachers. Teachers target and differentiate instruction based on evidence gathered in classroom assessments. Teams of teachers in schools review assessment evidence to understand student needs and to guide curriculum development. Parents, teachers, and students themselves make use of assessment results to make the most of learning opportunities. Assessment and interpretation of assessment results is also sometimes a particular challenge for novice teachers, and it is often the subject of school and district professional development efforts. With so many tests, so many strategies, and so much evidence, assessment is a wide and sometimes confusing topic.

Two new resources from the Northwest Evaluation Association (NWEA), a not-for-profit educational services organization based in Portland, Oregon, provide a good overview of how educators and parents are viewing assessment these days, and a framework for promoting widespread clarity and common understanding of assessment’s role in education.

The first resource is NWEA’s third installment of an assessment perceptions survey, Making Assessment Work for All Students: Multiple Measures Matter. Conducted with Gallup, the survey asked representative samples of teachers, school administrators, students, and parents with students in schools what they thought about assessment. The study helpfully breaks out perceptions about different types of assessments, from formative classroom assessments, through classroom test, to large-scale state accountability measures.

Among the surprise findings: Despite the press that the parental “opt out” movement has received, half of parents and three quarters of students think the amount of testing in schools is about right. But three quarters of educators feel there is too much testing. Of interest to AACTE members, most teachers reported feeling well-prepared to create valid assessments and to use assessment to inform instruction; also interesting is that they felt less well-prepared to communicate about assessment results with students and parents, and even with other teachers. Given the importance of having students and parents understand assessment results and their implications, the latter finding is concerning.

The second new resource is the fruit of the National Task Force on Assessment Education for Teachers convened by NWEA. The task force, on which I serve along with some two dozen other educators and advisers, is a multiyear effort intended to provide the field of education with a common definition of assessment literacy and with resources to promote it. The group has agreed on a common definition, now available for download here, developed with input from a survey last fall of various stakeholders in the field. We also benefited from the input of Portland State University (OR) Dean Randy Hitz and his partners from local schools, who responded to our drafts at our last meeting, and from colleagues like Kristin Hamilton of the National Board for Professional Teaching Standards, who helped the task force think about supporting good assessment practice across the professional continuum.

For more information, visit www.assessmentliteracy.org.

Calling Former Holmes Scholars: AACTE, NAHSA Seek to Expand Alumni Network

News - Tue, 07/19/2016 - 1:10pm

Do you know any Holmes Scholar alumni? Or perhaps you were once a Holmes Scholar yourself? Then we want to hear from you!

In an effort to better connect with Holmes Program alumni positioned across the nation and the world, AACTE and the National Association of Holmes Scholars Alumni (NAHSA) have developed a brief survey to update our existing records. The organizations also hope to learn more about the program’s impact to inform improvements going forward.

As our expanded Holmes community continues to grow, we want to strengthen our supporting network of alumni, wherever they may currently be. Having updated records will allow us to tap these valuable resources and continue the program’s strong tradition of mentoring and networking across generations.

In addition, this strengthened network may spur new programmatic opportunities and services for the 43 member institutions that currently participate in the AACTE Holmes Program—and for others yet to join. With more formal tracking processes for our alumni, we aim to more strategically improve program quality as participation grows.

Please access the Holmes alumni survey here. For more information, contact me at odavis@aacte.org or NAHSA President Jacob Easley at easleyj@easternct.edu.

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