Test-driven accountability has produced a negative atmosphere for school reform, without fulfilling its promise of general improvement. The country must move to a positive, long-term improvement strategy based on research and educators’ experiences. The following article by Jack Jennings, which appeared in Education Week the week of February 23, 2015, describes this need drawing from his book, Presidents, Congress, and the Public Schools (Harvard Education Press).
From Negative to Positive School Reform
by Jack Jennings | Mar 4, 2015 | academic standards, accountability, assessments / tests, education research, federal education policy, teachers