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Q&
A's for Testing Proposal
I. Goal of Proposal
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How did the President arrive at this decision to call for this~ voluntary
national test?
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These tests target the basics j:(eading well by grade 4 and ma1tering the basics
The American public acceptstthat reading is
.of math and algebra by grade
the cornerstone of all futUre le;aming, and math is the comerst<{De of preparing
students to go to college and suCceed in many other courses, fostering the
nation's future economic growth.
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But the standards movement needs a jaIl to inject rigor into the system -- quality
of state standards is uneven, and only 12 states hay,e benchmark:ed to world~lass
standards (AFT report).
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Public consensus on importaIlCt! of standards of excellence in eQucation: 48 states
have developed or are devel0p,ing their own academic standarqs. Currently, we
have no way to compare how stJidents are doing in Tennessee ~ how students are
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doing in Maine. Parents want'tQ know.
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The test is VOLUNTARY, but we're urging every state and :district to do it ..
Since many Americans move from district to district, and even state to state, a
voluntary national test can help provide parents and schools a .common basis on
which to evaluate student achievement in these critical areas. .
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What is so important about these tests?
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The public understands that if you can't read independently by the 4th grade. your
learning will be undermined in ,all academic subjects for the rest of your school
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career. And, if you haven't mastered the basics of aritlunetic and moved into
.algebra. geometry. and problem solving by the end of the 8th grade, you will be
at a disadvantage when it C()mes.to taking more challenging courses in high school
and. succeeding in high school and college,
President Clinton is absolutely conunitted that every c~ild should read
independently by 4th grade and be internationally competitive in m.a~ by 8th
grade.
The assessments on which these national tests will be based reflect broad consensus
in the nation. Both the Third International Mathematics and Science Study
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(T1MSS) and the Na~onal As;sessment of Educational Progtess (NAEP) have
gained professional and publiC'regard as true meaSures of ex&ellence. The new
tests would be similar to tbesetests but designed for individual ~(tudems to take and
administered and scored locally.
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This .test will reaffirm the importance of ALL American chil~ren being able to
achieve these standards, and the test results will help ,states arid districts identify
areas of the system that need improVIDent if all chilaien are to have the opportunity
to do so.
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What kind of effect do you s,ee this havil1g?
This will be the jolt, needed fori raising standards in our schools ;,to inject rigor and
provide a benchmark for schools, communities. and states to learn how well their
$tuden!s are performing on a national and international basis. :
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The~ tests provide concrete examples of what are nie~t,by nafional standards of
excellence in education.
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President Clinton challenges aU states to get their students ready for the new
asssessment in 1999.
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TIMSS provides new insigh~ into teaching and acruever.qent in American
education. This effort will help :make the results more useful in 'all classrooms that
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pamclpate.
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How will schools, communities/districts, or
results?
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expected to use the
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It is up to local school boards. communities and states to dete. how they will
utilize results of this test.
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The federal government is not dictating a course of action and will not collect
individual test results.
The test will provide parentS, teachers, principals. communitibs. and states with
a benchmark to find out how ~ir students are performing coIi,tpared to national
and international achievement ;standards.
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This test will let every parent" Plow how his or her child is dping compared to
national and international sta.1ldards of excellence and let ev~ry teacher know
whether students are being adequa~ly prepared to succeed in the future.
As soon as tests are ad.ministered. the questions will be .made public an4 put on the
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�Internet and available for public use so parents and teachers can uSe them as guides
. in improving teaching and leaniing.
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By focusing on high standards;iiD reading and matli:io{2,Il sru~ents, this test is
consistent with the America ~ Program and otlier;progr~: such as Title I,
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which respond to the needs of C1:illdren in low-income areas. t . ,
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Didn't President Bush propose a national test that Congressional Democrats
. opposed? How is this proposal different from that propOsal?"
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The President agreed with foI'JDeI' President Bush that a national assessment might
be a good idea. He took issue with the other proposals in America 2000 such as
using public taxpayer dollars for private school vouchers which would not move
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the country in the right direction.
The President supports public~ school choice, aIU:l the 1997 biucation budget
includes $51 million to sUPP'?rt innovative new:'schoqls creitted by parents,
teachers, and community leaders. "And the 1~8 budget
double this
investme11l.
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Former President Bush's America 20C)0 called for American Acp.ievement Tests,
a voluntary nationwide examination system based on five core subjects. The plan
was never implemented. President Clinton's proposal tests stude$ on areas where
there is a national consensus on standards of excellence. In otller conteD! areas,
consensus has not yet been reached, which is why it is critical for local school
districts and states to continue their work on standards in these areas.
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Won't this proposal add to ~ testing burden students facef
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This proposal should not signifi~lmt1y increase the testing burde~ on students. In
1990-91 GAO found that testing took up only about 7 hours for the average srudent
out of an approximately 1080 hours in the classroom. An add.~tional 2 hours of
testing in only two grades wouldamoum to only 9 hours out of t,he school year in
these 2 grade levels.
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By comparison 43 percent of 4th graders watched television 4 or more hours daily.
The addition of 2 hours for testing during the school year is ~mjnimal (.2 of 1
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percent of the school year).
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Moreover, if they choose, states and districts may use this test ~ a supplement or
. replacement to parts of their e~isting '~sting program if given the opportunity to
participate in benchmarking against national and international s~ards.
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The benefit is well worth the small amount of additioD.al resting time. Parents,
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districts, and stares can use the test to compare how wellsrudents are performing
compared to national and internationa.1; benchmarks.
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Does this proposal mean that stateedUcadOD reform efforts have not been
successfW and the federal government bas to step in?
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Over the past 5 years, states aDd local districts have been moving forward on
standards at a rapid rate. Almost all states have content sta.ndafds, and 45 states
have statewide assessment systems.
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By independent judgment, the quality of state standards is Uneven. and most do not
compare to national and international benchmarks;:of ~xceneIlce. The special
report by Education Week gave only 22 states A's' and 13 s$tes B's for their
standards and assessments. A recent AFT report says only 12 s~tes have tried to
compare their standards to the high expectations of nations with top-performing
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students.
There are disparities between state and national evaluations of whether a student
is proficient in the basics. Foii~xample, Louisiana reports tha~:8S percent of its
fourth graders are proficient in; 'reading , although on the NatioDal Assessment of
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Educational Progress, only 15 percent of its students scored at thr proficient level.
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A national test will provide 'a common basis on which toevalua~ achievement of
students in these critical subjectS.
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What will happen to students who fall?
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The uses~ and consequences, of this test are entirely under;' state and local
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control.
What we are doing here is mere~Y; providing reliable inst:1'1.lmeDts (or measuring our
efforts to achieve high standard;slin reading and math in the U.S·
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Testing will occur early enough in smdents' educational developn}ent to allow time
to help them overcome difficulties and guide srudems toward ev~ success. In
addition, other federal. programs. like Title I. will provide additional assistance to
foster success.
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If a srudent fails this test, it says more about the failure of some systems to educate
than the failure of the student. States and districts can use itlformation about
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student failure to identify ar~ of the system that need' to ~ imprOVed if all
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children are to have the oppo~pity they deserve.
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The U. S. DepartmetlI of Education will work with' states' and school districts and
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provide resources to help them prepare their schools~'tea~rs, s~~ and pare~
to understand the level of mastery of the basics e?Cpecte(iJ.o~ thl~ test.
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Why these subjects and grade levels?
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Reading and math are two of the most basic skills nece~~ary to, perform
academically and to succeed las a productive and coriiributinS member of the
workforce and society. We have proposed reading in:,the fo~ grade- the
primary skill to acquire in the early years of school is the/abilitY to read well and
independernly. Children spend ~.major portion of the first years 9f school learning
to read so that they are then able to read to learn:in::aIl:pt;l,t.e' a~demic subjects.
If srudents fall behind in reading, it often has theeffect';of ca~sing them to faU
behind in school generally. There is a strong correlation between low reading
skills, falling behind in school, disruptive behavior. and dropping out. Mastering
reading opens the opponunity to successfully lean:l:~ o~er ,su~jects.
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becau.se
. . W e have proposed a test in math in the eighrb grade
the ability to perform
basic mathematical skills is critical (0 enrolling in algebra- ~ prerequisite for
college and for getting a job in today's high skill enviro~ent. Advanced,math is
the gatekeeper in high school for career and college choices in a tbclmological age.
Taking algebra and geOmetry is~;stroDg predictor for whether the'I student will take
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the sequence of rigorous high school courses needed (0 be prepaled to attend and
succeed in college.
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Wbat is the relation of this to Goals lOOO?
There is no relationship between choosing to participate or not pirticipate in these
tests and having access (0 U.S. Department of Education funds f?r Goals 2000 or
any other program.
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Goals 2000 funds should be used by states and local schools to raise and meet their .
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own local and state academicst.andards. For Goals 2000 to b¢ successful, the
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quality of standards and the aCcuracy of measuring student~ achievement is
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The Department of Education will continue to upgrade the tesm\g
ins~nt and
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�will revise it annually to ensure that it refleC~' national
expectations of achievement.
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What is the relationship betw~ this test and the Am.erica Reads Cballenge?
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This test helps suppon the AlDerlca Reads Challenge:~ President Clinton is
absolutely committed to the, ,notion that children Should be able to read
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independently by the 4th grade. i,
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The America Reads Challenge:. mobilizes parenrs,,:teach¢~~;. reading specialists,
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tutors, Americorps. college students. early childhpod programs, libraries, and
senior citizens to help give parents the tools to improye~eir child's reading. and
this test lets parents know how their children are dO~g.;;,
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America Reads will give grants to local reading p~J:ships'to h~lp low~achieving
studeIl1S get after-school, weekend and summer help 't9 'read better~. 'America Reads
will provide extra support to ~mmunities where"'Fhil~~n J:n.:iy not at first be
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reaching standards of reading Pfoficiency."·
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What is the relationship between this test and other f~rat efforts to improve
math education?
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'Ibis test builds on existing federal efforts to improve math 'educarlon and provides
the necessary check to see whether efforts are succeeding, the stimulus for
continuous improvement.
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In the past decade, the federil government has. spent, millions of dollars to
strengthen math and science education. Programs such as Goals 2,000, Title I. and
the Eisenhower Professional DeVelopmem Program reinforce eff~tive innovation
in teaching and learning. Tpe National Science' Foundation also suppons
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significant activities to enbance:'math and science education. Statewide, Urban
and Rural Systemic InitiativeS 'are designed to etic;ourage higher standards and
facilitate cooperation among states, cities, school systemS. ,·ami otller organizations
in order to systemically improve Science. mathematics, anq:technplogy education.
, The National Science Foundation'S Teacher Enhancement'Program supports the
development of effective approaches and cleath;~'matei;a'ls for the continuing
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education of elementary. middle. and secondary school IDathem:atics and science
teachers. The Instructional Materials Development Program fosters ~, design
and creation of materials that address the new curricular stmdards in mathematics
and science and enable all smdents to acquire sophlsticaWd corltem knbwledge,
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higher-order thinking abilities, ~ problem solving skill.s:. "
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These efforts have helped improve math education fqr many stUdents throug1jtout
the nation. NAEP results show slow but steady progress in
achievement
since the early 19805. At the same time. the TIMSSstudy indi~tes that we must
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do more to bolster curriculum arid instruction in math if Americln smdents
be competitive with their peers;iaround the w o r l d . '
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President Clinton bas issued ~: "First in the World Chatlenge" to states and
communities across the United States to administer the ~ InternatiOnal
Mathematics and Science Smdy:(TIMSS) test to their students in;the next 2 years.
States and disnicrs that take up the challenge will help prepare.ilieir srudents: for
the new assessment in 1 9 9 9 . '
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II.' Questions about the President's motives and putting~e p~oposaf together
Q.
Why is the President proposing this national
time?
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tesi'~ re~ding ~nd math at ibis
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We are at a critica1juncture in ou1-ination's history-our schools win be a key fattor
in how we perform in the global ~nomy. As we head toward thei21st century, ;our
students must be able to demonstrate excellence in the basic ski~ls of reading and
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mathematics.
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The President has determined that although there is wide public ~cceptance of the
for national standards ofexcellence in educatiori, the system :needs a jolt and a
quality control check to ensure that students are being prepared~o succeed in the
Infonnation Age and global economy.
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The President is the leader of the free world yet he seems tq be running for
school board cliairman•. Given the fac~ ~hat the federal government h~ little if any role
in elementary school education, isn't ~J;ais really an over-reach?
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The President is playing precisely !be role in education that presidertts should play
that is, he is exercising national leadership on an issue of criti~al importance to
families. schools, and the development ofthe nation.
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If our students are going to be able to compete in an increasingly\global economy.'
they must be able to measure up to international standards ofachieyement. Ibis test
provides us with a means ofcomparison as we strive towards standards ofexcellence.
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Isn't this just a way for the Pre:!iident to create a "legacy' forjhimself since he
failed to get national health insurance passed? WhY. sbould peopl¢ take this idea
seriously when the federal govemment right now plays sum a minor tole in finaneing
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education?
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This is an issue that has always been closest to' the President'S hean." President
Clinton has long been involved with the need for the nation Ii> set standards of
excellence in education, first as a gov~rnor andai~per 9f all ~e governors. and
now as president.
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Over the past 4 years, PresideD! Clinton has galva.niZed ,activit:y throughout the
nation on setting challenging standards for children a.n~~heiping students achieve
to those high expectations. Forty-eighr states have4evelb:t)ed or 'are in the process
of developing their own academic standards. a:Dd most are; also developing
assessments to measure whether swdents are reaching the goals. ~ Public consensus
on the imponance of national standards of excellence for education is broad and
deep.
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This is part ofa comprehensive strategy that Presidentt~m~ori is phshlng forward to
improve our schools and make it possible for studeri~·.)¥ho·Study ~d and make the
grade to go to college. This is not a legacy for th~Xpre~14ent> b~t one we will all
achieve for the nation if we work together.
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Did the President C40sult with any education experts before hejdeclded to make
this proposal and if so who? Who are the people behind this new pr~posal? '
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The President regularly consul~ With parents. teachers, principals. ~ollege presidents,
and a variety ofeducation expertS as pan of his comprehenSive straj.egy in education.
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Secretary Riley made the c41l for reading more than a year ago. The
READ*WRITE*NOW programi;ilid America Reads Challenge
both focused on
making sure that studen~ read well and independently by 4th grad~. Both programs
involve families, teachers, and cririlmunity members in student learhlng, and this test
will allow parents, teachers. and reading tutors to see whethei; their efforts are
succeeding.
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TIMSS was a major effon of the Education Department in coo~dination with 40
other countries •. the National Academy of Sciences, and the National Science
Foundation. The International Association for the EvatutatioIi of Educational
Achievement (lEA). a Netherlands-based organization of minist'fies of education
and research institutions in its member countries. came to a cons~nsus about what
students need to know and be able to do in math and science in torder to succeed
in the global economy and the ~logical age.
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ill. Getting Teachers and Schools Ready
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How will you ensure that teathers are prepared ta help students meet these
high standards?
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The President bas confidence in the nation's teachers~ndsChOol~ to achieve these
goals, but he also understands that they will need suPPOrt and ~sistaru::e ..
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The President has made a high..quaIity reaching force a key priority. Both the
report of the National Commission on Teaching and America~s Future and the
report of the Third International Mathematics and Science Snidy conclude that
much IDDre is required to prepare and support reachers to enable them to teach to
bigh stanclards. The President recognizes these challenges and has called on the
states and local school districts Ito support teachersAn"t)Ieir efforcs.
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President Clinton has directed ib,e U.S. Department ot~Educatio~ to focus on the
most effective strategies to address the challenges in improving teaching quality
and accountability, including reCruitment, alignment with chaIl~nging standards,
professional developmeru. and rewards for excellence.' " , '
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The Department will provide fiscal support for these efforts throtigh its programs,
including Eisenhower Professional Development. Title I, 8.nd G~s 2<XXl funding.
as well as by helping to identify and share best practices in the field.
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The Department is also providing teachers with materials that they can Use as tools
[0 prepare their srudenrs to meet these high standards. For eX'.al1lP,.le in reading, the
Department bas launched the America Reads Challenge and
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. materials for Read*Write*Nowt: that teachers and families . use to develop
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young children's reading s~; ~ their enthusiasm for readipg. Additional
expanded items to the national asses.smeDl will also be available fp teachers to use
in their classrooms to diagnose p,roblems early.
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President Clinton has also challenged states and communities acrqss the country to
administer the TIMSS test to their students in the next 2 years. iThOse that do so
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will help prepare their students and teachers for the new asseSsn;teDl in 1999.
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Hyou have a national test,for students. why not a national test for teachers?
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We are not advocating a national lest for teachers, but we are supporting v01untary
board certification through the Natio~i Board of Professional Teachirlg Standards and
other measures to upgrade teaching qu3llty.
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We hope to encourage and sup~rt the board certificatio~ of ove; 100,000 master
teacherS, at least one teacher in :e'ach school.. '
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We are also supporting national accrediting organizationS and encouraging states
in their efforts to align their teacher entry examinations, licensing,:! and certification
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, requirements with the challenging standards thar~y: ;p-ecle.~eloping for their
students.
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How can you have these ty~;oftests when students inPoo~er schools doD't
get the trained teachers, and other ':resourees they need to be able to meet these
standards? What is the admiDistl'atihn doing to helppoor~ools; to get ready for
these tests? What will you do to help,schools that dO b.adly;9n,,~ tests?
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The proposal recognizes that these tests will show the !;shQr:u:Qm.i.6gs in schools and
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curriculum and identify stndents and schools that ne#i,'exrra Jhelp. If the test
identifies failure. it will be the failure of systems to edUCate, not :,studerus to learn.
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The President and the Secretary are committed to ensllring'that)all children have
the opportunity to be successful learners. Through Titiel,and\other elementary
and secondary programs, the i: federal govemmeqt' ,·1f1!g~ts"· ad4itional funds to
districts and schools that lack ~ resources to m~~,~fneeds their students,
particularly students with needs 'that may cost more 'to meet. , 'GqaIs 2000 seeks to
make challenging standards an achievable reality for aU siuden$. The America
Reads Challenge will build on these effons by supporting:: 30,000 reading
specialists as they mobilize a million volunteers to enable 8~year-(»)ds in the
country to read independently by the 3rd grade. The National S~ience FoUndation
has focused attention on urban and rural school systems in its ~ffons to upgrade
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math and science teaching.
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At the present time, many schools offer children, especially disadvantaged
srudenrs, a "dumbed-down" curriculum focused only on the ~ost rudimentary
skills. A watered-down curriculum denies children the challengeI of meeting high
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expectations. Research by cogpitive scientists over the past two decades tells us
that in fact all children engage.iD. higher-orderth;nking from thp very beginning
and can and willleam basic ski1ls better if given more challeng~g material.
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Parents need to know how w~ll their children are progressuig in school and
whether they will be ready for higher level work.' Srudents' grades are not an
accurate measure for parents. particularly in poor communities.'
average, "A"
students in high-poverty schools iD. math perform about as well a$ lie" students in
low-poverty schools on the same math test; suggesting that swdenfs in high-poverty
schools are neither exposed to nor held to the same high s~ds as their more
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IV. FEDERAL ROLE AND STATE RlGHTS
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The President says that he does not intend to take power from local 5~hool
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boards yet this seems to be the tint step toward a Datio~al c~rricul~m?
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No. The President's proposat ~ entirely consistent with'the lpruted role of the
federal government in education-one pf leadership and support for sta'~s, communities,
educators, and parents in providing tbe'best education for their chiidre~. It also does DOt
specify curriculum and instruction, matters for states and communities; to decide.
A.
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Enabling teachers and parents to gauge how well their clrlldren are ~rfonning against
in their efforts.
national and international benchmarks provides them with a powerful
Such benchmarks offer a North Star to guide improvement in are$ where there is
consensus on what should be learned. These tesrs will be administered atul scored lcally.
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Q.
Isn't this a vote of nCKODfideDke that our public scllools ~t even teach the
basics and the federal government has to ~p in?
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Not at all. We know that many'schools are succes'sfully t¢achihg the basics and
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challenging coursework in conununiti~ across the country.',:We alSO} know that other
schools are performing not as well aDd that all schools need to :accel~rate the pace of
improvement and support all students in learning more. Qur proposal~offers individual
communities and schools the opporumity to measure the performance of individual
smdents against standards that are recognized as challenging::nationally ~ inrernationally.
This will sUggest to local communities where their students are excelling and where they
need to make curriculum and instruction more challengmg. As in the ~ of Northbrook,
Illinois. it will show where they are doing it right. For individual (amilies, such an
assessment willIet them know whether their children are on the right ~k and where they
need extra help. This is a vote of confidence that when given good infqrmation, schools
and families will act on i t . ·
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Will this proposed national ~ take the place of state tests !hat are already
being administered? If so many states'
already giving these types test, isn't this
, national tM redundant?
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'Ibis short assessment is not a substiblte for the tests states and local districts are
,develQPing; rather it is designed [0 supplement and anchor state and loclu assessments to
national and international benchmarks for student performance. Indeed the assessment
will be offered by test publishers and used by states and co~unities in conjunction with
their. own tests. It will provide two points of comparison, one for fourth glade reading and '
One for eighth grade math, without addmg measurably to resting burden.
Q.
You seem to be saying that,; the federal government kno~s more about
.improving education than Governors, ADd you seem to be impJ:yillg tha, state standardS
aren't strong enough and that the fed~fal government has to step in?~
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No one governor or one state has the resources or ~pacity t~ de~elop this kind of
internationally bencbmarked assessment: Only the U.S. ~artmeDt of Education has the
capacity to regularly benchmark student perfonnance with other :Co~es.
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The assessment is being offered as a support for s~te' and'ilocal ~fforts to develop
challenging standards and assessments by Offering an exterrial ~llenchlnark for student
performance. State assessments vary widely in how they .define proficiency for their
students, according to an analysis ofNational Assessment of EducatiohaI ~Progress (NAEP)
results and states' own assessments. The Southern Regional.l3duca~Qn Bqard compared the
,percent of 4th graders scoring at the p~~cient level on NAEP With the Percent each state
reported for its state assessment and fo~d. wide variation, w,iih,tl;t~ ~tates generally scoring
lower on NAEP. For example, under 35 ~cent of 4th~rs'~;to!li~~ South Carolina,
. and Wisconsin qualified as profici~t,.on NAEP, while' ()ver:)~ :per~nt scored at the
, proficient level on their respective state ~ssments. (Southeril ~em(mal ~ucation Board,
1996).
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Q. , Are these tests voluntary for states, distri~~ stu~~ts?j If they don't·
participate, will they lose funds? Even though you say ~ese ar~yol~tary, won't you
be tying federal funding or other strings to tbese ~ making them essentially.
mandatory?
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These tests tests are completely volunta.ry for states' and districtS and are DDt tied
to any federal program or 'f'undjng. q~1ricts will not lose fund~'jf ~y choose not to
amcipate,~rAs iIiese tests would be:' ~ocany contrell.
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provisions for families to opt out ofp~cipation. if-they so des~'J:--'--,j- -_ _ _
How many states and districts do you think will choose to use 'this test? Have
you spoken to many already? .What klnd of response are you gettink?
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The Department imends to pay for the test administration in the first year to
encourage states, school distriCts, and schools to participate. Some states and locals may
choose to adopt this as their own assessment system, others may choo~ to supplement
assessments they are developing in additional grades and subject Ill'eas. ~ The American
public sees the need for an external benchmark for performance; Six in 10 Americans
A.
(61 %) say academic standards are too low in their own local schools. The;public by a wide
. margin (87 %) favors setting "higber st.a.I$rds than are now reqwred abopt what students
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should lcnow and be able to do" in "math,!history, English and scien~ fo~prom6tion from
grade to grade. "(Gallup, 1995).
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Won't this lead to a national curriculum? Doesn'tttiiS' und~e the work
states and districts have already done to develop," their',. ,o:wn; standards and
assessments?
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The assessment is not a national curriculum. A curriculum spe~,ifies what subject
matter is going to be covered. when it: will be taught, and oftenJlo,w ~{'will be taught.
The assessmeD! only sets a goal. Its value to parents. teachers,arul,srudents is measuring
the performance of individual studen~; benchmarked against~tipnal~and iruernational
standards. It would provide states and l,~ with an independent:c:he,ckj)n the quality and
rigor of their own tests.
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Will the federal governmeat require teachers to teach~:as~c curriculum?
For eDmple, will teachers teach either pbonies or wbole'I3nguage·.ivhen it comes to
prepariDg for the reading section of· this test?
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No. Curriculum is a state and local matter. Tllenational·iand international
assessments from which the tests denv~ br~y cover curn~ulum,thatare used across our
COWltry, and in other count:riesas welL. :They like a bala:nC.ed'appf.QaCh iii. testing the kinds
of skills students will need [Q be successful in reading and 'matl6mdschool generally.
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So you say participation in tbiStest is voluntary. TIiat's:lm.e r6r now, but what
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will you say next year or two years n:om DOW? Isn It this the first ~p to the federal
government setting standards and requiring tests?
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States and locals would decide if they wished to use these tests , just as they make
decisions about other assessment progiams such as the state NAEP.1ne tests would
provide states and locals with an independent check on the quality),and rigor of their own
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testing programs. There would be nothing to compel states and loCals to:iparocipate, ever,
other than responding [Q the desire of parents, local educators, and co~unities to know
how well their students are performing.
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If there is such a need fora new test, why are tb~"test publishen Dot
developing sucl1 a test? Why does ~~ federal government n~~ito get involved?
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The federal government needs lDsuppon the front-end wotl(of JeSt development
that would be linked with assessment programs the government 3.lready funds. The two
tests to which the assessment will be' tied, the National Assessment of Educational
as providing
Progress and the Third International Math and Science Study are
national and international standards for student performance' at critical tI1Ulsition points in
reading and math. This linking is a logical extension of the wpr~ ~e U.S. Department of
F..ducation has undett:aken [Q provide valid and accurate assessments that' will be of use to
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�parents. communities, and states.
V. Test Quality and Fairness
Who determines the standa~ds - the knowledge and s~
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measured by this test?
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The knowledge. skills, and abilities measured in this test, will ~ based on well
developed content frameworks already muse at the national a'nd:intematio6ai levels. In the
case of reading, we will use the framework developedby:"th.e Nati~nal Assessment
Governing Board (NAGB). It was developed through a national consensk effort in which
ideas were sought from hundreds ofindividuaJs involved and ini~estediin this country's
reading education. The mathematics framework of the Third Iilteniational Math and Science
Study (TIMSS) waS similarly developed at the international levet Both frameworks are
based on challenging content.
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HolV willwe know that these tests are fair? For eXaJIip~~;iho", w,ill we know that
these reading tests are "good?" How r1fill we knolV that they b~~~ee:iwhole language
and phonies? How will we know thi,l~ these tests are not culturally biased or too
politically correct?
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As with any standardized test, during the test development stag~, a considerable
amount of time 'will be spent on the review and revision of the items by ~ of successful
math and reading teachers and pcontent eXpens. They will focuson culribulum relevance.
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as well as cultural bias. Then using large samples of students. the test wi'll be undergoing
rigorous field testing to, determine the technical soundness of the items, and to verify the
absence of subgroup bias through statistical tests. With regard to politi~ correctness, an
independent Board is proposed to oversee the development and implemeti!2tion of the test.
~.
How does this test compare to ithe types of tests that mo~t stud.ents take now?
Will the test be multiple choice, tnle an4 false, and fill in the bubble? qr will it require
students to write?
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These tests will represent S1ate-of·tJte..an testing standards.. That is, :they will include
both multiple choice and constructed response items (e.g., ite~s requ¥mg students to
produce their own answers). Specifically, the test will include about SO%, multiple choice
and about 20% constructed response questions. At least one of the cons:tructed response
items will require an extended response. Additional constructed. respOrlse items will be
,available to teachers to integrate in their inStruction and use in diagnosing ~tentialleam.ing
problems.
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VI. Tecbnical Quesaoas about the Proposal
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Q. Wby will these tests be challenging? Are they better ~3.n the ~ther tests being
used by sthooJs across the country? Who s a y s ? , <V~~ . . . .~
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The reading test will be based on ~ NAEP reading frameWork. !This framework
represents the agreement among ~hers. educators, reading te~hers. and
represematives of the business commi~ .. Over almost two yeats, this $tionaJ consensus
was built based on the best pra.cti.ces at the school level and the most r~nt developments
in reading research. The framework developers emphasized readj,ng perfonriance, that is,
they wanted to know what successful reapers are able to do~ ".~y belie,yed that a variety
of approaches and programs can produce good readers anddicii,Jlot eD}phasize,;1DY one
approach over any other. The framework emphasizes "reading li~raci" and mastery of
the basics. SUccessful readers know
to read arid under,sia.t#'~hat ~ey have read.
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The mathematics test is based on the international framework and' bench,marks set by the
Third Imemational Mathematics and Science Study (TIMSS). J'he TIM~S was developed
through a consensus process of more than.4O countries e~g·.what t4~y expected there
students to know and be able to do
the end of 4t1i;;:$~:.arid:t~th grade. The
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mathematics challenge is based on the l$th grade. but nanfrWy reflects ,what is expected
up to that point and what should narura.tly follow throughoU;-t a. $~'ident'~ education.
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The challenge levels have been set by! examining how thousal;if.J;s, of students actually
performed on the 8th grade test. It sets'the inIernational bench.nlaIk for ~hat 8th graders
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should know and be able to do by loomg at what they are actually abler to do.
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The reading cballenge is looking at a 4th graders ability to read. There ~e
pans to
being literate, including writing, spelling, grammar. and punctUation ~t are taugbt and
measured in the Nation's classrooms. '.p;le reading challenge is focused~on one aspect of
literacy - reading - because we know itJ$ the key to future learning.' W,ithout the ability
to read and to read well, no student ~ succeed. Specific assessmeIits to diagnose a
. student's read;ng difficulties would remain a responsibility of loCal ~cbObls and teachers.
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Will Donpublie school studentS' ~e included?
A. Yes, at the option of the nonpublic school. The test will
.,e availa~le to non-public
schools as are any released items produced with Federal funds. Similar to NW and TIMSS,
we will work with non-public school organizations and interest gfoups to ensure
. comprehensive distribution of the test along with training and scoring gui,des. In addition,
after each administration. the test (along with answers, scoring ~des an4 other materials)
would be released to the press and placed on the Internet for ~ss by anyone. People who
home school their children could give the released test to their children ift,fiey wanted to and
score it themselves.
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How does the test differ from the current NAEP .and,TIMSS~tests?
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every item on the NAEP and TIMSS ~sts. Students' knowledge" \ ahd abi;iities ~e sampled
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across books,containing different sets of items. In the proWSedtest.; all st¥dents would take
every item on the test, and each student ~ould take the exact sam~jest~bo9klet. ~~f:ond, the
proposed tests will yield an individual sc6re-NAEP and TIMSS'ca:n only prodw=~ reliable
group estimates (e.g., state and national :data) about student perfohnan~. Thirti," all items
from the proposed test will be released annually following each a4minis~tion. NAEP and
TIMSS typically release only a few itemS following each admirU~tratipil.. The rest of the
items are retained for future assessments. And fourth the'~~\y .ilS~essrru:~nt would provide
teachers with materials to help their students prepare to mee,tYl~t~~len~ standards ofthe
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Will children with disabilities~ftnd limited English prti~,~ienCy be included in
these tests?
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Yes. Consistent with civil rights requirements that apply to ,most s~hools that would
participate, reasonable accommodation for stndents with disal?iliti~ or wiip limited English
proficiency would be provided by school administrators of i$e ;iest::The~e responsibilities
will be specifically addressed in the development and dikq,~~~,~p' 0(. the test. Such
acconunodations may include extended response time for stud.en~~~~9i~bilities or access
to an English dictionary for the math test for students with limitea English proficiency.
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When will these tests be ready? Who will develop them? WbQ: will administer
them? How will they be made available to states and districts? VYhy aren't they
available now?
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A. The new test will be developed
997 and 1998 with a rull
stration planned
in the spring of 1999. The development'o'fthe test will be funded by the
Department
of Education's Office of Educational Research and Improvement. A public or private
organization will be competitively selectea to develop the test and make it available to test
publishers and schools for their use. It is also expected that a representa*ve, independent
Board, including sucassfullocal math and reading teachers, parentrePrese*.tatives, and state
and local leaders, will be created to advise on the developmentaqdimple:mentation of the
p.S.
test.
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Regarding administration. the test will bel made available through ~~(x)l ~district and state
testing coordinators. It would also be us¢ by test publishers for obta.ioing recent national
norms in reading. or national and in~tional norms in niathematics. ;The test will be
administered and scored by local teached:Using training guides and scOringiguides provided
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by the test developer,
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How will you protect the priva~ rights ofindividualstudent5?; Will the Federal
government keep a reeord of how stU:~ents do on these tests?:· .,)~
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Individual results ofthe tests will not be reported to the Federal Government. The
test risers will have the responsibilitY: for test admjDjstratiofi~ scoring. analysis. and '
reporting of this new test. Thus, state directors, school districts. and schools will be
expected to follow their local laws and regulations, as wel1:~lhel Federal Family
Educational Rights and Privacy Act, regarding privacy rightS of individuat srudents. Also,
at the'oationallevel. when separate studies are conducted to,'link;siudent:responses on the
new test to NAEP and TIMSS scores, ~ia1 Federal cohfidentiali,ty:, laws apply. All
studies1will be sworn to
government and contractor employees 'who will work on
uphold confidentiality and are subject to criminal penalties if they fail ip do so. Persons
who violate the confidentiality law by 'disclosing the identities of any respondent are
subject to penalties, including tines and'~prison terms. In addition;:'it shoUld be noted that
the Federal Govenunent does not retafp names of any students once l~ procedures
(e.g., to teacher. school, or other testsjbave ~ compl~~~:.~t.t¥Jo~level.
these
~very year?
Q.
Will this test be administered
A.
Yes, the test will be administered annually.
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Who will pay for the developm~nt of the test? Who wiIil~ay for administering
tbe test? Who will pay for analysis and interpretation of the teSt?
.
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The U.S. Department ofEducarlop.:vvill support the development of~e test. In 1999.
the Department will reimburse states, di~cts, schools, testing companies and others who
wish to administer the new test. After 19,99. it would fund contimie.d dev~lopment, as well
as provide the technical support and assisbbe needed to continueahhual te:sting, but the test
users would be responsible for the test administration, scoring, analysis,;'~ reporting.
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At what level will results be reported? By state? Bysch,qol district? By
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A. Results for individual students will be reponed to parents;;~:t~~chers. and schools.
Assuming appropriate statistical, methodological, and adminis~rlte,~~ds have been
upheld, test users at the state, district, and school levels could report on tJ:ieir own data. Test
publishers could report national norms, and the Department could repOrt qational and state
data linked to NAEP and TIMSS.
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,Will this be some kind of matrix sampling, or will. .every'4th grader in a
. partidpatiag distrid be tested? If the ,latter, will results for iDaividu~ls be available?
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�A. The new test MIl not use ma1Ii.x sampling. In each partipip~~!pg Jchool, individual
students Mil take the same test. yielding individual scores availabh~ ti)'the tbcher and parent,
consistent with applicable privacy protections. There will be.a ~~tinua~on ofNAEP and
TIMSS each year to norm the results and maintain trend data.· .:;;t " .
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Q.
How much additional teamer time will be required t~:s~ore tlie tests, and how
will this time be compensated? Aren't teaclten overb~rdeD~d:,alrea~y?
,
A.
Some publishers who have been~,censed will cairy o~~,tli~ir~own~bring ofthe care
tests. Teachers, in this case, will use ~deli.nes for judging:t1,1e;suppl~mental questions
(wruchVlill not count in the seoring ofthet.est). Teachers nlay' u.se:theseStlpplemental items
as part oftheir instructional program. . i .
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The time demands will not be great Or excessive under eitllef. c6~dltion -- and in both
. conditions the actual activity of scoring,~ould inform the t~h~lbq!lt ,~e strengths and
weaknesses of students.
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responsibilities.
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CaD you trust teamers at the
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How will you ensure that there will not be objectionable ma~ (e.g. reading
passages) on the test? Will parents be given information about the type of passages
and math qUt9iODS before deciding to have their child p~d~ie? .'
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The tests will be reviewed by samples of reachers, ~st ex~ .• 4nd parents prior
to delivery. Every test will also be releaSed directly after it~,~~n '¥Injnistered so all
parents will have access to prototypic tests. This includes~)ri81tests given in 1998
which will be released so parents can ~~w these items before' th~ teSt! given in 1999.
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.Can districts and schools opt:1:O give the test to only ~inf'~f their students
rather than all?
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We will strongly urge districts and schools to include':as niany srudents as
build in time
conceivably' possible in the administration of the test;.· :We
accomodations for disabled students and whatever aceommodati()Ds are pOssible for limited
English proficienl students (such as English..spanishdictioriarles)~:}Gui~eliDes from test
publishers will urge the same thing. Weiwould expect all schools::,t~d~istricts to follow
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What is this "independent board" that willov~ ,the 'development and
implementation of the tests? Who will sit on it 'ario bo,,;:"andJjy whOm will its
members be appo~? Is this anotber NAGB? What will ~ BOard's authority be?
.
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Our think:ing about the board is only JUSt firming up.'We'.ex~t it to be made up
of at least 51 % math and reading tea~s, and include par~n~W:aruI kome political and
business leaders and some educators 9~ than teachers, inCluqipg te§ting experts,. We
have not settled on who would do the appointing. The"h9¥:d' woUld have advisory
authority over the gene:at p?licies of tJ,l~\development,~~,~'~pl~~nU!~q~ of,~ testing.
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VII. Budget and Legislation
Q.
How much will this proposal eost~
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We cum:ntIy estimate a five year price-tog of about 90
Much of this is
to p~y aU the ~s[s associated with letm:g every fourth ~~~;:~~eri~ take ~ reading
test In the Spnng of 1999, and every eIghth grader take thema,tij:~~~tthat Spnng. After
1999 we would pay for development, costs and technicar'as~f~~ but not for. the
administration of the exam, which willl~ made available tbiough}licen.sj!lg arrangements
to commercial test publishers, states, and others.
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Will you need legislation to implement th.b?
A.
The Department has ample authority to condUCt tills '~~" ~~~,Ssmen1 under its
current legislation. however Congress will certainly be conSulte4t ..... ' '
vm. Background OD Math/Reading
Q. . Bow do our students fare iD mterDational comparisoDS'ofreJdlng and math?
Isn·t .the reason that our students pedonn poorly on intematioDal~ comparisons of
reading aDd math because we educate ,more of our studeDts,1U1~ ba:r~ a more diverse
student body?
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Our students do not perform poorly on international compaiisO~·¥freaciing. The recent
IEA International Reading Uteracy Study found that U.S. foUrti:¥;~ iUnth graders are
exceeded only by their counterpans in Finland. But given U?dayi~~i~tera:cy demands. the
U.S. must do better. The lEA TIMSS study showed that oUf eigh,ih.::gr~ers do perform
below average in international comparisons of mathematics. TIMS,S datal on fourth-grade
mathematics performance will be announced in June. 1997.·"
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In both the reading and math ~tiona1 assessmenli,. yi.:@:ally ~ll of the nations
that participated edUcate all of their students through the· ~t1lgra1ie. It cannot be
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said that at these age levels ~~ U.S. educates mo~e\)tl i~ ,:~t\ldents than other
industrlaliU!Ll countries. Studen1:i diversity is also regarde4;:¥a~jor challenge by
teachers in England and Germany .. For example.W1l#.\typicaJ U.S. practice,
Japanese eighth-grade teachers instruct both high and lo~:achievers in the same
classroom.
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The recent TIMSS study comparing our eighth grade math achi*vement with that
of forty other coUDlries reveals the US to be below the international average. We
are also underrepresented in the percentage of our studen~;jn the; international top
. 10% of achievement. NAEP results do show that the nation hBs made slow but
.steady progress in'math since ~ early 1980s. but evidenqy such progress bas not
been fast enough to propel us ~ibe among world's hi~st.perf9rmers.
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(l so schools*S2500)
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authority beginning in 1997. Funds for the linking studies Will come from the Natiomil Center for
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for FY 1999.
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Education Statistics. A specific applopriation request fer administration ofthe test \\'ill be needed
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OV,erviewof Plans for the·
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----_. __._---- ._ .... -
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kendra Brooks - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
157 folders in 16 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Testing Proposal]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Subject Files
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 13
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
1/17/2012
Source
A related resource from which the described resource is derived
647992-education-testing-proposal.pdf
647992