This case study provides superintendents, principals, and teachers with information on how three school systems have used an assessment developed by the Organisation for Economic Co-operation and Development (OECD)—the OECD Test for Schools—to monitor students’ academic outcomes and inform shifts in policy and teacher practice to meet students’ learning needs. The OECD Test for Schools is based on the Programme for International Student Assessment (PISA), a series of tests in reading, math, and science that is given every three years to more than 500,000 fifteen-year-olds in seventy-plus countries and economies.
On January 31, 2017, The Alliance for Excellent Education and the Global Learning Network held a webinar to highlight the release of a new issue brief on schools and districts that use the OECD Test for Schools to drive improvement efforts. Deputy Director Ashley Berner joined the panel for this discussion.
A new web-based tool will offer far greater ease and clarity for state and district leaders seeking to set learning goals and measure progress under the sweeping Every Student Succeeds Act. The tool, called the Student Growth Simulator, was developed by Chiefs for Change, researchers at the Johns Hopkins Institute for Education Policy, and Tembo, an…
Despite the increased focus on early literacy instruction sparked by No Child Left Behind, millions of adolescents still struggle with low literacy skills. In 2015, 66% of all eighth-grade students, 85% of Black students, and 79% of Hispanic students failed to perform proficiently in reading on the National Assessment of Educational Progress (NAEP). Unless these students receive the intensive reading instruction they need in high school, their chances of graduating and securing gainful employment are slim to none. The Baltimore Curriculum Project and the Johns Hopkins Institute for Education Policy hosted an event recently to discuss the adolescent crisis in America. Panelists included: Dr. Elizabeth Birr Moje, Interim Dean, University of Michigan School of Education, Dr. Rhonda L. Richetta, Principal, City Springs Elementary/Middle School, Dr. Sonja B. Santelises, Chief Executive Officer, Baltimore City Public Schools, and Dr. David M. Steiner, Director, Johns Hopkins Institute for Education Policy.
Education policymakers generally agree that student achievement matters for those students’ life trajectories and for long-term national prosperity. But how much does it matter? By which measure: NAEP, state assessments, or graduation rates? To which economic outcome: individual, state, or national productivity? Eric Hanushek and Henry Levin, distinguished economists, joined David Steiner for this discussion.
We explored this issue with leaders who brought quite different angles to the debate: research, policy, activism, and jurisprudence.