Truth in American Education

Fighting to stop the Common Core State Standards, their Assessments and Student Data Mining.

  • Home
  • About Us
    • TAE Advocates
    • Network Participants
    • Related Websites
  • Common Core State Standards
    • National Education Standards
    • Gates Foundation & NCEE Influence
    • State Costs for Adopting and Implementing the Common Core State Standards
    • National Curriculum
    • Common Core State Standards Content
      • Standard Algorithms in the Common Core State Standards
    • Myths Versus Facts
    • States Fighting Back Map
    • Closing the Door on Innovation
    • CCSSI Development Teams
  • Common Core Assessments
    • Opt Out Info
  • Race To The Top
    • District-Level Race to the Top–Race to the Top IV
  • Resources
    • Legislative Bills Against CCSS
    • Pioneer Institute White Papers
    • Model Resolutions
    • Parents’ & Educators’ Executive Order
    • CC = Conditions + Coercion + Conflict of Interest
  • Audio & Video
  • Privacy Issues and State Longitudinal Data Systems
    • Statewide Longitudinal Data Systems
  • ESEA/NCLB
    • Statements and Proposed Plans
    • Every Child Achieves Act July 2015
    • Student Success Act
    • Every Child Ready for College or Career Act
    • No Child Left Behind Waivers
    • ESEA Blueprint, Briefing Book, and Position Paper
  • Home School/Private School
  • Action Center
    • Parent and Community Action Plan
    • Stop CCSSI ToolKit
    • Sign Up or Contact TAE

Another Example of “Flexibility” Under the Every Student Succeeds Act

December 7, 2016 By Shane Vander Hart

Photo credit: Bartmoni (CC-By-SA 3.0)

Politico’s Morning Education reports that the U.S. Department of Education will publish finalized standardized test rules for the Every Student Succeeds Act.

One of those rules is that states have to cap those who can use alternative tests at one percent of students in their state.

They write:

ESSA has a 1 percent cap on the number of students that states can test with alternate exams, which is typically reserved for students with the most significant cognitive disabilities. States can request a waiver of that cap, but state and local education officials thought language proposed by the Education Department earlier this year would make it really burdensome for states to ask for and receive a waiver. In asking for a waiver, the draft rule said states must pay attention to school districts exceeding the 1 percent cap and school districts that “significantly contribute” to the state exceeding the cap — for example, districts that tested .9 percent of students on alternate tests. But now, the Education Department has taken a step back and just wants states to focus on districts that exceeded the cap.

The rules have also created a pilot program where up to seven states can experiment with “new and innovative tests.”

The pilot will allow states to experiment with new test formats, like competency-based tests, in which students might show they’ve mastered certain skills by applying them to a task or project they’d face in the real world. The Education Department wants states to experiment with these kinds of tests as long as they produce some kind of annual, grade-level score or evaluation for each student. States would have to prove that the results of the innovative tests are comparable to traditional state tests if they want to eventually take their pilot statewide. In the final regulation, the Education Department also stresses that test results should be comparable across districts participating in the pilot.

Yes, please tell me how ESSA returns control back to the states… what a crock.

Filed Under: Elementary and Secondary Education Act Tagged With: Every Student Succeeds Act, standardized testing

  • Email
  • Facebook
  • Phone
  • Twitter

States Fighting Back

https://app.box.com/s/10nl1409mkaf00zzzuyf

CCSS Opt-Out Form

  • Click here to download the CCSS Opt-Out Form

Campbell’s Law

"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor."

- Donald Campbell

Copyright © 2021 Truth in American Education · Developed & Hosted by 4:15 Communications, LLC.