America’s Failing Schools How Parents and Teachers Can Cope With No Child Left Behind 1st Edition by James Popham 0415949475 9780415949477

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ISBN 10: 0415949475

ISBN 13: 9780415949477

Author: W. James Popha

In America’s “Failing” Schools, W. James Popham provides parents and teachers explanations of No Child Left Behind as a whole, walking them through the implications for standardized testing in particular, in language that is uncomplicated and straightforward. Popham offers definitions of the law and its key terms, explanations of what it really means when a school is labeled “failing,” and concrete suggestions for what can be done in response.

America’s Failing Schools How Parents and Teachers Can Cope With No Child Left Behind 1st Table of contents:

PART I: THE NO CHILD LEFT BEHIND ACT
1: A MAJOR EDUCATION LAW’S TESTING REQUIREMENTS
THE LAW
AN OPPORTUNITY—TO WIN OR TO LOSE

2: ADEQUATE YEARLY PROGRESS (AYP) LITTLE LETTERS, BIG IMPACT
AN OLD REQUIREMENT, NOW TIGHTENED
SNARING THE SLIPPERY
IT GETS EVEN STICKIER
ANOTHER FAILURE-AVOIDANCE TACTIC
EXPECTATIONS, ESCAPE, AND UNDERSTANDING

3: REPORT CARDS AND SANCTIONS
SCHOOL-FOCUSED REPORT CARDS
TESTING AT LEAST 95 PERCENT OF ENROLLED STUDENTS
AND NOW COME SANCTIONS
FEDERAL INTENT

PART II: EDUCATIONAL TESTS: THE HEART OF THE MATTER
4: SOME NUTS AND BOLTS OF EDUCATIONAL TESTING
THE PURPOSE OF EDUCATIONAL TESTING: INFERENCE MAKING
APTITUDE VERSUS ACHIEVEMENT TESTS

5: MEASURING TEMPERATURE WITH A TABLESPOON
TEST SCORES TRUMP
HIGH-STAKES TESTS
THE HARMFUL CONSEQUENCES OF EDUCATIONAL MISMEASUREMENT
UNSUITABLE TESTS FOR EVALUATING SCHOOLS

6: TODAY’S STANDARDS-BASED TESTS
A NEW DESCRIPTOR FOR WHAT STUDENTS SHOULD LEARN
FAR TOO MANY CONTENT STANDARDS
PARTISAN CONTENT SPECIALISTS
SAMPLING UP A STORM
WRETCHED REPORTING PROCEDURES
STANDARDS-BASED TESTS AND NCLB

7: INSTRUCTIONALLY SUPPORTIVE ACCOUNTABILITY TESTS
AN INDEPENDENT COMMISSION’S DELIBERATIONS

PART III: EVALUATING SCHOOLS
8: THE EVIDENCE NEEDED TO EVALUATE SCHOOLS
FOUR KINDS OF EVIDENCE
INSTRUCTIONALLY SUPPORTIVE ACCOUNTABILITY TESTS
STUDENTS’ WORK SAMPLES
AFFECTIVE DATA
NONTEST ACADEMIC INDICATORS
EVALUATIVE EVIDENCE IN FOUR FLAVORS

9: STUDENT AFFECT
THE NATURE OF AFFECT
SCHOOL-RELATED ATTITUDES
SCHOOL-RELATED INTERESTS
SCHOOL-RELATED VALUES
SELECTION OF AFFECTIVE TARGETS
AFFECTIVELY ORIENTED INSTRUCTION
ASSESSING AFFECT
THE ROLE OF AFFECTIVE DATA IN SCHOOL EVALUATION
WELL-SUITED FOR NCLB

10: DETERMINING A PARTICULAR SCHOOL’S QUALITY
STUDENTS’ WORK SAMPLES
NONTEST INDICATORS
EVIDENCE SOURCES WORKING IN CONCERT—SOMETIMES DISHARMONIOUSLY
THE SELF-TEST EXERCISE
LOOKING BACK

CONCLUSION: WHAT TO DO NOW?
FOR EDUCATORS, PARENTS, AND CONCERNED CITIZENS
ACADEMIC ACHIEVEMENT STANDARDS
OTHER ACADEMIC INDICATORS

FOR PARENTS OF SCHOOL-AGE CHILDREN
NCLB-REQUIRED TESTS
THE PAST AND FUTURE OF NCLB

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