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The HSTW Assessment, administered to seniors, is used by HSTW states, districts and schools to document school improvement efforts. It is comprised of three subject tests (reading, mathematics and science) coupled with a student survey. This assessment provides comprehensive school-level data that disaggregate students' achievement by their perceptions of school and classroom experiences. These results have given schools, districts and states a unique opportunity to determine what is and is not working to increase student achievement. The assessment is administered by all HSTW sites in even-numbered years.

In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services.

Seventh-graders who take algebra are ahead of the game but can throw off attempts to use state test results to judge their schools' performance. Most students don't take Algebra 1 until eighth or ninth grade, but a few school districts offer it to a significant number of seventh-graders. So the results released earlier this month on state math tests can be misleading, districts such as Murrieta Unified point out.

Many school districts have begun to administer periodic assessments to complement end-of-the-year state testing. Assessments are used to guide instruction, monitor student learning, evaluate teachers and predict scores on future state tests.

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Continuous Improvement: It takes more than test scores. Analyzing state assessment results is only the beginning of effective data-driven decision making. There is no question that the passage of No Child Left Behind in 2001 has impacted schools in at least two ways: First and foremost, NCLB has made the use of data to improve student achievement imperative; and second, NCLB has increased the need for continuous improvement processes within schools. Summative data just the beginning

The JFTK Best Practice Framework features three primary components: Organizing Themes, Organizational Levels, and School System Practices. The Framework rests on the state standards as a basis for teaching and learning.

Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement

With a significant and growing population of linguistically diverse learners, careful measures must be taken to ensure equitable assessment of students' performance. If not, the achievement gap between the "advantaged" and "disadvantaged" will widen in our society (NCEST, 1992). Studies over the last decade have resulted in findings that can be translated into guidelines that can assist in equitable assessments. However, it will be up to state and local education agencies to begin the process of crafting assessments that reflect this knowledge and meet the educational needs of their student populations.

We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.

One of the current buzzwords in use in the state of California and across the nation is multiple measures. But what does this phrase really mean for students, teachers, schools, and districts? Quite simply by multiple measures we mean the use of a variety of assessment formats that allow educators to identify the strengths and weaknesses of their students so that the curriculum can be adjusted to meet the needs of those students.

The 2008 California Standardized Testing and Reporting (STAR) Program test results for schools, counties, districts, and the state are available at this site. Test results are reported for the six components of the STAR Program:

If our end goal is to improve student achievement to meet AYP, then a critical intermediate goal is to determine where each of our students is in relation to the state content standards. While the logic is clear, most schools do not collect evidence of or for learning on an ongoing basis. We don't know what to teach students to take them to proficiency on indicators/objectives without knowing where they currently are on those indicators/objectives.

The Pivot tables and chartsfeature in Excel lets educators begin disaggregating and analyzing data within seconds (literally) of receiving original data files from state departments, testing companies, and/or school districts. These ten tutorials show how to use what is perhaps the most powerful data analysis tool within Excel

These materials are for school board members who want to know more about how to use data to make good decisions for children in public schools. Trainers who work with school board members also can use these materials at state and national conferences or in local training sessions.

Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.

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The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."

Philadelphia School District Superintendent Arlene Ackerman yesterday unveiled a new accountability system that will go far beyond standardized test scores to determine how well each school and region is performing. Ackerman is the former county superintendent of schools in San Francisco.

The state's public school students improved in reading, writing and mathematics this year, marking five years of near-steady growth on the tough California Standards Test, results released Thursday show.

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