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Posts from the ‘surveys’ Category

Timeline for Foundations of Reading Survey Delayed

A message from CEA President Sheila Cohen regarding the Foundations of Reading Survey.

I am forwarding to you a memo from the State Department of Education that was sent to all Superintendents.

There have been numerous and different concerns raised regarding the Foundations of Reading Survey, concerns that include its administration, how the results will be reported, to whom the results will be reported, where the results will be stored, and how the results will be used in driving professional development and student instruction.

For now, the timeline has been pushed back until late fall. We will keep you informed as developments occur.

Thank You for all you do every single day!!

 

From: Nemr, Georgette [mailto:Georgette.Nemr@ct.gov]
Sent: Tuesday, September 09, 2014 4:28 PM
To: Reading Survey
Cc: Barzee, Sarah; Pugliese, Nancy
Subject: Reading Survey UPDATE
Importance: High

Dear Reading Survey Liaisons:

Due to questions that have arisen about the implementation of the Reading Survey, the survey administration window dates have been delayed until late fall. We will continue to communicate updates about the status of the survey as soon as we reach a decision about the new administration dates.

In the meantime, if you have any questions, please forward them to our dedicated email address reading.survey@ct.gov.

We apologize for any inconvenience this may cause you and your teachers in the scheduling of the reading survey administration for the fall. Thank you for your assistance and patience.

Georgette Nemr
Bureau of Educator Standards & Certification Connecticut State Department of Education
860-713-6716

New Poll: Parents Want an End to High-Stakes Testing

There has been a lot of research recently, clearly conveying what teachers have been saying about the effects of high-stakes testing on children—about the problems associated with our country’s focus on testing, not teaching. test pencil

Now a new poll shows that parents want to end high-stakes testing across the country. The 2014 PDK/Gallup Annual Survey on the Public’s Attitude Toward Public Schools, released on today, finds that an overwhelming majority of parents (68 percent) do not believe that standardized tests help teachers know what to teach.

The parents agree with educators that we need to sharply reduce the amount of student and instructional time consumed by tests.

The study also finds that more parents oppose using student standardized test scores to evaluate teachers. Opposition to this policy has grown from 47 percent in 2012 to 61 percent this year.

Other key findings in the poll:
• 32 percent say lack of financial support is the No. 1 challenge facing public schools. Concerns about standards and discipline problems each received 9 percent.
• 50 percent of Americans give the schools in their communities either an A or B, with parents awarding local schools even higher marks.

The new poll echoes concerns and efforts by teachers across the county, calling for an end to anti-toxic testing measures. The National Education Association is putting the strength of its 3 million members to call for governmental oversight of the powerful testing industry and an end to the overuse of standardized testing across the country. Read: NEA launches campaign to end toxic-testing.
Read NEA Today story– Poll: Parents Want an End to the Testing Obsession

Connecticut Students Make History in First Showing on International Test

The Organization for Economic Co-operation and Development (OECD) released the latest results from the Program for International Student Assessment (PISA), a test of literacy, mathematics, and science given every three years to 15-year-olds in more than sixty countries worldwide. Shanghai, one of three education systems in China that participated in PISA, remained the top performer, while the United States’ scores have not significantly changed since the last time the report was released in 2009.

State rankings
Connecticut, Florida, and Massachusetts participated for the first time as international benchmarking systems and received separate scores. Massachusetts’s average scores were higher than the U.S. and OECD average scores in all three subjects, and Connecticut’s average scores were higher than the OECD average scores in science and reading. In math, Connecticut students performed on average with their international peers, but above average nationally.

PISA-scores-chart

Statement from CEA President Sheila Cohen: Student success is more than a test score

We know the hard work that professional teachers do in the face of significant challenges of child poverty, student language issues, and the social and emotional challenges that children bring to the classroom every day. Teachers don’t need a test score to affirm their success, and a single test score will never truly measure the continued day-to-day successes that happen in classrooms across Connecticut and the lives of children that are changed by these dedicated professionals.

Examining the new PISA scores is complex. The test results reflect the performance of 15-year- olds who began their journey in schools in 2002, with programs in place well before the new wave of education reform.

Therefore, before making judgments, we must all look at what is measurably different from the nation’s past record, and assess to what degree the entire curriculum taught in American schools is linked to the limited subjects tested by PISA. And that’s just for starters.

It’s also important to remember that some of the nations that do well, like Finland, do not share the U.S.’s national fixation with testing. And some others that had gone down the path of testing, like China, reversed their course more than a decade ago.

U.S. officials don’t have to keep taking students’ academic temperature to know what they have to do to bolster student achievement: give teachers’ professional autonomy, provide necessary resources, and meet the learning needs of every child.

Statement from NEA President Dennis Van Roekel: We must acknowledge that the effects of poverty are pervasive

The United States’ standings haven’t improved dramatically because we as a nation haven’t addressed the main cause of our mediocre PISA performance – the effects of poverty on students.

“Our students from well-to-do families have consistently done well on the PISA assessments. For students who live in poverty, however, it’s a different story. Socioeconomic factors influence students’ performance in the United States more than they do in all but few of the other PISA countries.

“It’s time for our nation to face up to that challenge, and we must start by acknowledging that the effects of poverty are pervasive. Children can’t learn in school if they lack nutritious food, a safe place to sleep or access to health care, and our society must address those needs.  

“What else do the high-performing nations do differently? They invest in early childhood education.  They fully fund all of their schools.  They make the teaching profession attractive and they support their teachers. They value the collaboration between parents, educators, administrators, communities and elected officials.”