America's Failing Schools: How Parents and Teachers Can Cope - download pdf or read online

By W. James Popham

ISBN-10: 0203307712

ISBN-13: 9780203307717

ISBN-10: 0415949475

ISBN-13: 9780415949477

In America's "Failing" faculties, W. James Popham offers mom and dad and academics motives of No baby Left at the back of as a complete, jogging them throughout the implications for standardized trying out particularly, in language that's simple and simple. Popham bargains definitions of the legislation and its keywords, reasons of what it quite capacity while a college is categorised "failing," and urban feedback for what will be performed in reaction.

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Extra info for America's Failing Schools: How Parents and Teachers Can Cope With No Child Left Behind

Sample text

These Title I schools serve substantial numbers of economically disadvantaged students and, therefore, receive a great deal of the ESEA money specifically intended to improve the educational experiences provided to such disadvantaged youngsters. Title I schools needed to provide evidence each year (via AYP data) that such historically underserved students were actually benefiting from the federal ESEA funds awarded to ensure ongoing support for instructional programs aimed at the student groups specified in the law.

But, as you have seen, if there are not enough members of one of these legally designated subgroups in a school to provide a statistically reliable estimate of those students’ test-based performance levels, then such a group is not to be involved in determining whether the school satisfied its AYP targets. For instance, if in a school there were only seven Native American students, and state officials had previously determined that any subgroups with fewer than thirty students should not be analyzed (because of statistical unreliability) for AYP purposes, then that school would not be held legally accountable for promoting AYP for its Native American students.

Educational tests, when taken by students, produce scores, and human beings then make inferences about what those scores mean. But human beings, as we know all too well from experience, have been known to make mistakes! If you understand that it is someone’s interpretive judgment about what a test performance signifies—and not the test itself—that’s either valid or invalid, you’ll realize people’s judgments may or may not be accurate. The first relevant concept, then, is that the fundamental purpose of educational assessment is to permit teachers (or parents) to arrive at valid (that is, accurate) inferences about students’ knowledge or skills.

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America's Failing Schools: How Parents and Teachers Can Cope With No Child Left Behind by W. James Popham

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