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Minnesota Minnesota Department of Education
# # # March 2008 - Assessment Advisory Committee Report To the Legislature - Provides an updated summary of current statewide assessments and recommendations for modified assessments for students with special needs, language proficiency assessments for English language learners, graduation requirements based on assessments, and voluntary formative assessments, Minnesota Department of Education. July 2007 - Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era - American students are spending more time on math and reading but less on other subjects, likely because of the testing requirements of the No Child Left Behind law. The report finds that approximately 62% of school districts increased the amount of time spent in elementary schools on English language arts and or math, while 44% of districts cut time on science, social studies, art and music, physical education, lunch or recess, Center on Education Policy. June 2007 - Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?, Center on Education Policy (Minnesota). November 18, 2005 - 14 States Win $52.8 Million in Grants for Longitudinal Data Systems - Minnesota to receive $3.3 million over three years to implement growth measures, U.S. Department of Education. (Related Article) August 2005 - Minnesota Assessment Conference
June 2005 - Computerizing Statewide Educational Assessments in Minnesota: A Report on the Cost and Feasibility of Converting the Minnesota Comprehensive Assessments to a Computerized Adaptive Format, University of Minnesota Office of Educational Accountability. February 11, 2005 - Education Department Awards Contracts for Statewide Achievement Tests, The Minnesota Department of Education (MDE) today chose companies with Minnesota roots as awardees of contracts worth up to $100 million over five years to develop, administer and score its statewide student achievement tests. 2005 - Statewide testing and reporting system - The rules guiding implementation, Office of Revisor of Statutes, State of Minnesota. August 2004 - Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments - A report on state ELL performance on the TEAE, in comparison to ELL and fluent English student performance on Minnesota’s Comprehensive Assessment (MCA) in reading in 3rd and 5th grade, and Minnesota’s Basic Skills Test (BST) in reading in 8th grade, National Center on Educational Outcomes. January 2004 - 2003 Minnesota Education Yearbook - The status of preK–12 education in Minnesota - University of Minnesota Office of Educational Accountability. June 2003 - No Child Left Behind: High-Stakes School Testing and the "100 Percent" Law (Power Point), Alliance for Student Achievement. October 2000 - Racial Disparities in Minnesota Basic Standards Test Scores, 1996-2000 - A report by the University of Minnesota's Roy Wilkins Center (Key Findings) March 31, 2000 - Remarks by U.S. Senator Paul D. Wellstone (MN), at Columbia University Teachers College. Posted by Alternative Education Resource Organization. National The Case Against High-Stakes Testing - National Center for Fair and Open Testing. Tool Kit on Teaching and Assessing Students with Disabilities: Parent Materials - Office of Special Education, U.S. Department of Education. # # # May 2007 - Using NAEP to Confirm State Test Results in the No Child Left Behind Act - Explains the discrepancy between the 2005 Idaho state and NAEP test results (provides a good explanation of the NAEP design limitations and appropriate uses) - Office of the Idaho State Board of Education, Practical Assessment, Research & Evaluation. February 2007 - Dangerous Intersection Ahead - Stephen Covey, Daniel Pink and Michael Gelb question how a narrowing curriculum and high-stakes testing will prepare students for the world they’ll inhabit, American Association of School Administrators. January 2006 - Testing industry overwhelmed under NCLB - The standardized testing industry is "buckling under the weight" of President Bush's education reform plan, with the law's rapidly expanding testing mandates threatening to undermine its high ideals, says a new report out Tuesday from Education Sector, an independent Washington think tank, USA Today. September 2005 - High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act, Arizona State University Education Policy Studies Laboratory. May 13, 2005 - Te$t Market, High-stakes tests aren't good for students, teachers, or schools. So who are they good for?, Emily Pyle, Texas Observer March 2005 - The Inevitable Corruption of Indicators and Educators Through High-Stakes Testing, Education Policy Studies Laboratory, Arizona State University. Winter 2004/2005 - Keeping Public Schools Public: Testing Companies Mine for Gold, Rethinking Schools Online. January 2005 - The Relationship of High School Graduation Exams to 2004 - Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, Achieve, Inc. (Executive Summary). November 2004 - Schooling, Statistics, and Poverty: Can We Measure School Improvement? High-stakes decisions based on school-mean proficiency are scientifically indefensible, Policy Evaluation and Research Center. August 2004 - State High School Exit Exams, Center on Education Policy. August 2004 - "Shopping for Evidence Against School Accountability" - When significant public policies involving many millions of dollars are on the line, evidence must meet the highest scientific standards. Bookmarked at Developments in School Finance: 2003 (left sidebar) - A compilation of papers presented at the 2003 annual NCES Summer Data Conference. May 2004 - Failing Our Children: How "No Child Left Behind" Undermines Quality and Equity in Education An Accountability Model that Supports School Improvement, FairTest. April 2004 - Individual Growth and School Success - A research project that confirms that Adequate Yearly Progress (AYP) measures do not provide a complete picture for judging school effectiveness. The study identifies significant academic differences among schools judged to be meeting AYP measures, and concludes that academic growth data are essential to give us a complete picture of school success, Northwest Evaluation Association. March 2004 - Academic Atrophy: The Condition of the Liberal Arts in Americas Public Schools - Social studies, civics, geography, languages and the arts are getting squeezed out in the four states studied (Indiana, Maryland, New Mexico and New York). The shift away from liberal arts subjects is most pronounced in elementary schools and schools with large minority populations. The reason was the emphasis by the No Child Left Behind education reform on the three core subjects and high-stakes testing, Council for Basic Education. March 2004 - The effect of high school graduation exams on graduation rates and SAT scores - Both graduation rates and SAT scores may be negatively influenced by the requirement of a high school graduation examination, Ball State University. Quality Counts 2004 Count Me In: Special Education in an Era of Standards Within a decade, federal law requires that all students including those with disabilitiesbe performing at the "proficient" level on state tests. It's a challenge of unprecedented proportions, particularly for the nation's nearly 6.6 million children receiving special education services. Until now, such students have largely been excluded from state testing and accountability systems and often from mainstream instruction. [Requires Free Log-in.] Fall 2000 - Value Added, Value Lost? - Value-Added testing is enjoying increased popularity. But will this new approach help children learn better?, RethinkingSchools.org. |
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