Indeed, one outgrowth of the conference was a request from educators to broaden a New York State Coalition on assessment reform. Ironically, New York has offered waivers from state mandated tests to innovative district-run public schools in which have developed intriguing alternatives, but has not, to date, offered charters a similar waiver. Learn from each other, work together to propose constructive alternatives to what appear to be poorly thought out policies, and continue their efforts to do the best job they can with and for students. This report builds on the best impulses of pragmatic educators who recognize that they can help produce major improvements in student achievement and who seek the most constructive ways to measure and share what students are learning. Overall, the authors hope to encourage and assist those who have high expectations for students and schools.
Some people equate accountability with standardized tests.
In fact, some states have created positive and negative consequences for schools based entirely on how well students in the schools do on standardized tests. The authors of this report, the consultants with whom we've worked, and the 21 schools which helped inform this project strongly urge states and school boards not to base accountability solely on test score results . We urge that local and state school boards and state legislatures use multiple measures to assess whether schools are making progress. Assessment using multiple approaches should be part of the accountability plan. Good assessment programs show what students know and can do as they enter a school, and as they continue to attend the school.