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November 2003 | Volume 61 | Number 3
Marge Scherer
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Richard F. Elmore
The author enumerates the flaws in NCLB and outlines principles for real school improvement.
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Craig Jerald
Gaming the system or wishing it would fade away are not the only options.
James Harvey
Federal policies create an illusory accountability.
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Frederick M. Hess
To force change, we must accept incentives and sanctions.
Kieran Egan
The current testing system reflects confusion about the fundamental roles of schools.
Lisa M. Abrams and George F. Madaus
Why test scores should never be used in isolation to rate students or schools.
Jean Johnson
Parents believe in accountability but they are less interested in the nuances of the debate.
Joseph P. Pedulla
The benefits of state assessments are not worth the time and money, many teachers believe.
Anne Wheelock
Test-based accountability scores do not reflect the increasing dropout rates in the state.
Harold C. Doran
Value-added analysis provides a multidimensional picture of school performance.
William G. Brozo and Charles Hargis
Achievement testing can be a tool for teaching and learning.
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Doris Terry Williams
In the face of the challenge to provide quality teaching, rural schools are initiating partnerships.
Michael D. Rettig, Laurie L. McCullough, Karen Santos and Chuck Watson
Consultants offer three strategies to help schools sequence curriculum and adjust the pace of instruction.
Nancy S. Sharkey and Richard J. Murnane
Teachers need more time and training to understand how to use data to improve achievement.
Nancy M. Williams
Eileen Horowitz and Marion Klein
John H. Holloway
Joyce Lee
Lisa Post
Denis P. Doyle
Sally Lindfors
Copyright © 2003 by Association for Supervision and Curriculum Development
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