December 2003Testing the LimitsNCLB's demands on accountability, special populations and data
by W. James Popham
A longtime authority on student assessment says the ability of public schools to meet federal expectations will depend on the instructional sensitivity of the tests in use. He harbors severe doubts.
by Terri Duggan Schwartzbeck
The shortcomings of No Child Left Behind regarding the one-size-fits-all approach to measure academic progress of students with disabilities or those who are not proficient in English. The author is an AASA policy analyst.
by Raymond Yeagley
A superintendent with a leading advisory role on education statistics suggests colleagues not procrastinate on their district’s compilation of disaggregated data on student achievement and teacher qualifications. He outlines the data requirements for NCLB compliance.
by M. GAIL JONES, TRACY Y. HARGROVE AND BRETT D. JONES
Public images of student assessment are influenced significantly by the cultural symbols of the one-room schoolhouse, sports competition, the factory model and Disney. The authors’ essay is drawn from their book on the unintended effects of high-stakes tests.
by Carlotta Mast
Jim Collins, the best-selling author of Good to Great: Why Some Companies Make the Leap … And Others Don’t, applies to public education his principles on shaping an organization’s performance.
Profile by Jay Goldman
Administrator Pay Vs. Teacher Pay by JOHN FORSYTH
The Suburban Paradox by ELIOT W. LARSON
Lessons About Culture From NASA’s Experience by JERRY L. PATTERSON AND ZACK KELEHEAR
People
Personal Productivity in Your Own Hands by DOUG JOHNSON
Our Role in These Defining Times by John R. Lawrence - president, AASA
The Tyranny of Now by Paul D. Houston - executive director, AASA
Gaining a Perspective on Education News by Bruce Hunter - associate executive director of public policy, AASA