Tag Archives: GOVERNING

Media: “Better Ways To Measure Student Learning” in GOVERNING Magazine

I have a new piece out in GOVERNING Magazine discussing innovation in state assessments, and why local and state officials should invest in improving their assessment systems instead of cutting back. I highlight work underway in New Hampshire and Louisiana, which have both received waivers from the federal government to do something different with their tests. Just as the piece came out, Georgia and North Carolina got approval from the Department of Education for their own innovative assessment plans. But there’s a lot states can do even without special federal approval.

An excerpt of my op-ed:

“Test” has become a four-letter word in schools, as many states face political pressure to cut, minimize or deemphasize their much-maligned annual standardized assessments of student achievement. The most common complaints are that these tests do little to help teachers do their jobs well and can distract from more important aspects of teaching and learning.

But if standardized state tests aren’t useful in the classroom and aren’t informing instruction, that’s a problem that can be fixed even with current federal law mandating annual tests in math and reading. Instead of indiscriminately cutting back on statewide testing, states need to think about approaching them differently and look beyond typical end-of-year tests. Reducing investment to the barest minimum could leave students and schools worse off, without good information on achievement gaps, student growth, or college and career readiness.

Read the full piece at GOVERNING, and learn more about innovation in state assessment in “The State of Assessment: A Look Forward on Innovation in State Testing Systems,” by my colleague Brandon Lewis and me.

Media: “West Virginia shows states how not to reform teacher pensions” in GOVERNING magazine

I have an opinion piece out today in GOVERNING magazine. Despite the insistence that West Virginia’s pension experience proves reform can’t work, a closer analysis actually reveals how the state’s missteps can be instructive for other states looking to address their own teacher pension problems:

…the limited success of the state’s DC plan wasn’t the result of an innate shortcoming of DC plans in general. Rather, the state’s design choices undermined the ability of the plan to provide a sufficient benefit to most teachers. Indeed, both plans were designed in such a way that at least 40 percent of teachers never qualified for any retirement benefits from the state at all.

Read the full op-ed here. And check out our new report on teacher pension reform in West Virginia here.