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    <title>Pinboard (Taryn)</title>
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    <description>recent bookmarks from Taryn</description>
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  </channel><item rdf:about="https://www.pearsoned.com/every-student-succeeds-act-historical/">
    <title>The Every Student Succeeds Act in historical context</title>
    <dc:date>2020-09-23T23:00:15+00:00</dc:date>
    <link>https://www.pearsoned.com/every-student-succeeds-act-historical/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[By 2009 ESEA was already two years past due for reauthorization. Though ESEA was stalled in Congress, new programs were created and money was allocated towards education in 2009 as part of the national economic stimulus plan (the American Recovery and Reinvestment Act). Approximately $100 billion was allocated towards education aid via the ARRA. New competitive grant programs were established for the design of assessments aligned to the Common Core State Standards and for innovative efforts to improve state data systems, standards and teacher evaluation systems.

[...] In 2011 a system was put in place that allowed states to apply for waivers that relinquished some of the NCLB requirements including the 2014 deadline for all students to be proficient in math and reading/language arts. The waivers also allowed states to set their own student-achievement goals and design their own interventions for failing schools. However, to be eligible for a waiver, states must have adopted college-and-career ready standards and tied those to their annual state assessments. Waivers did not remove the requirement to test students annually]]></description>
<dc:subject>ESEA education_reform schools assessment law 2009 2011</dc:subject>
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<item rdf:about="https://illinoislawreview.org/online/volume-2018/spring-volume-2018/reasonable-expectations/">
    <title>Reasonable Expectations (Hutt &amp; Polikoff reply to Elmendorf &amp; Shanske)</title>
    <dc:date>2018-05-22T13:29:52+00:00</dc:date>
    <link>https://illinoislawreview.org/online/volume-2018/spring-volume-2018/reasonable-expectations/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[decentralized curriculum decisions and concentrated political pressure resulted in a design for NAEP that reflected no particular curriculum and whose score was interpretable only relative to itself. Similarly, efforts throughout the 1960s to develop data on student achievement and access to opportunity simply overlaid uniform statistical categories on top of the messy, idiosyncratic, and non-standardized organization of American schooling.27 For instance, the effort to analyze national course taking patterns—features of important policy conversations throughout the 1980s and 1990s—were an artifact of a standardized coding scheme commissioned by the National Center for Education Statistics, not any actual standardization in state standards, course taking patterns, or curricula.

Far from being a mere academic or technocratic matter, the contrived uniformity of collected-school statistics had real-world consequences. The push to desegregate schools following Brown led to an increased focus on collecting information on school demographics. But statistics indicating school racial balance often masked the resegregation within schools achieved through curricular tracking.29 Subsequent statistical research identifying specific track placement and course-taking patterns that served as gatekeepers of educational opportunity led to calls for detracking and legislating specific course work. These calls were based on the theory, and available empirical evidence, that exposure to more rigorous material had positive effects on student achievement and life outcomes. In California, for instance, this led to a push for “Algebra for all” by 8th grade.30 While these efforts produced greater equity at the level of course-taking statistics—enrollments tripled within a decade—the curricular change produced, on average, a negative effect on students’ tenth grade math achievement scores [...]

while the ability to do sophisticated impact analyses has undoubtedly increased, there are many messy complications that make it challenging to construct a “what works” agenda in education. For instance, many educational policies and interventions work in some settings but not others: some charter schools are more effective than their local traditional public schools, while others are worse.36 Vouchers seem to work in some states but not others.37 Even for something as simple as comparing the effectiveness of two textbooks, studies will often return conflicting results.38 The fact that the conclusions are causal does not change the fact that the effects of the interventions are unclear [...]

What works with careful attention in one site may not work when brought to a larger scale, and efforts to rapidly scale a project may outstrip existing capacity and result in a much lower quality treatment in later years. To be clear, these challenges do not invalidate the important work that can be done with high quality educational data. They merely point to the challenges of relying on causal research to inform policy and practice [...]

how should we interpret—let alone apply—decades-old findings in a different policy context? If we found that two decades ago having access to computer courses and typing skills resulted in those students having a disproportionately high percentage of high paying technology jobs, would we still believe that this was the case two decades later? If we thought it was actually the skills in the classes that were valuable, then perhaps. But it seems just as likely that there was a first mover advantage; the value was in the novelty of the skills.]]></description>
<dc:subject>US history education schools learning assessment data .research criticism infrastructure law activism solutionism education_reform .hwhvg .hello-world</dc:subject>
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<item rdf:about="https://illinoislawreview.org/print/vol-2018-no-2/solving-problems-no-one-has-solved/">
    <title>Solving “Problems No One Has Solved” (Elmendorf &amp; Shanske)</title>
    <dc:date>2018-05-22T13:29:36+00:00</dc:date>
    <link>https://illinoislawreview.org/print/vol-2018-no-2/solving-problems-no-one-has-solved/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The state’s own choices substantially determine whether researchers—and hence litigators—can produce credible evidence concerning the causal effect of state laws and funding arrangements on the outcomes that ground the education right. States exercise this control through the architecture of administrative data systems; through the rules for assigning students, programs, and funding to schools; through the manner in which educational reforms are rolled out; and through the terms on which the state provides access to administrative data.]]></description>
<dc:subject>education_reform assessment law .remake .research .pdf .hwhvg .hello-world</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:281b12d4c067/</dc:identifier>
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<item rdf:about="http://www.npr.org/sections/ed/2016/04/20/474369584/a-union-firebrand-speaks-out-on-politics-testing-and-more">
    <title>National Education Association's Lily Eskelsen Garcia</title>
    <dc:date>2016-04-21T14:00:50+00:00</dc:date>
    <link>http://www.npr.org/sections/ed/2016/04/20/474369584/a-union-firebrand-speaks-out-on-politics-testing-and-more</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[There is no more AYP — Adequate Yearly Progress. The federal government is no longer requiring that states do things like close down schools, fire half the staff, remove the principal [...] we replace it with is an opportunity. And the opportunity will now meet — or not — its goals state by state [...]

We want a dashboard [<!--SE Page "oracles, not dashboards"] of good information. So yes, things like grad rates. Yes, things like attendance rates [...]

But we also pushed on [...] You left out of this thing called accountability that the politicians should be held accountable for actually giving an educator what he or she needs [...] On this dashboard, we want you to have to [have at least one] measure [of] service and supports.

Who has access to that AP class and who doesn't even have access to recess?

Who's got a school nurse? Where are the services and the broad range of programs that a child should have, like the arts, like foreign languages? [<!--group assessments! contextualize learning! measure something worth a shit!]

It will be our responsibility as advocates to use that transparency to say: This is federally required information, so you have to give it to us and we can see the great divides. The gaps by ZIP code.]]></description>
<dc:subject>education law schools teaching leadership .interview ESEA assessment government transparency</dc:subject>
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<item rdf:about="https://deutsch29.wordpress.com/2016/04/05/legislators-send-letter-to-us-secretary-of-ed-john-king-about-essa-mandated-testing/">
    <title>Legislators Send Letter to US Secretary of Ed John King about ESSA Mandated Testing</title>
    <dc:date>2016-04-13T02:01:26+00:00</dc:date>
    <link>https://deutsch29.wordpress.com/2016/04/05/legislators-send-letter-to-us-secretary-of-ed-john-king-about-essa-mandated-testing/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The added language regards the denominator of calculations regarding the 95 percent. ESSA specifies that any related achievement-measurement calculations must be equal to or greater than 95 percent of all enrolled students [...]

 legislators end their letter by stating that “No Child Left Behind created federally-mandated highs stakes testing…. ESSA ends this federally-mandated high stakes testing….”

Wrong.

ESSA tries to lock states into the same 95 percent testing requirement as NCLB, but ESSA tries to deflect any responsibility for doing so.]]></description>
<dc:subject>ESEA education_reform assessment law barack_obama</dc:subject>
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