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Leveraging Time For School Equity: Indicators To Measure More And Better Learning Time, Jaime L. L. Del Razo, Marisa Saunders, Michelle Renée, Ruth .. López, Kerri Ullucci
Leveraging Time For School Equity: Indicators To Measure More And Better Learning Time, Jaime L. L. Del Razo, Marisa Saunders, Michelle Renée, Ruth .. López, Kerri Ullucci
Education Faculty Publications
Using standardized test scores as the main measure of educational achievement is not enough to capture the complexity of a student's or school's needs, challenges, and successes. "Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time" presents a new set of comprehensive, rich, and meaningful measures of what matters to students, schools, and systems. The framework of twenty-four indicators emerged via extensive research and collaboration with school designers, community organizers, researchers, local funders, and other partners of the Ford Foundation's More and Better Learning Time (MBLT) initiative. The project aims to use learning time as a …
Unraveling The Myths Of Accountability: A Case Study Of The California High School Exit Exam, Kerri Ullucci, Joi Spencer
Unraveling The Myths Of Accountability: A Case Study Of The California High School Exit Exam, Kerri Ullucci, Joi Spencer
Education Faculty Publications
Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high school students to pass the California High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors will argue that this testing approach to school change is based on myths about the role of assessment, the information testing can provide and the impact high stakes testing has on urban schools. Although California is the focus of …