If we are going to rely on tests to measure student achievement–as apparently we are (and I agree with doing so), we must be sure:
— that the tests are valid, and –that they measure what they are intended to measure, and –that what is intended is important for students to know, and –that scores are honest, and –that the public is aware of what is measured, and –that a passing score actually means that a student has learned the material; and –that the tests are valid…..
We are back at square one. This story raises issues all across the spectrum. Sad. We need a fix!
Miriam Kurtzig Freedman, JD, MA—an expert in public education, focused on special education law— is a lawyer, author, speaker, consultant, and reformer.
For more than 35 years, Miriam worked with educators, parents, policy makers, and citizens to translate complex legalese into plain English and focus on good practices for children.
Now, she focuses her passion on reforming special education, with her new book, Special Education 2.0—Breaking Taboos to Build a NEW Education Law. Presentations include those at the AASA Conference, Orange County (CA), Boston College (MA), CADRE (OR), and the Fordham Institute (DC). Her writings have appeared in The Wall Street Journal, Education Week, Education Next, Hoover Digest, The University of Chicago Law Review on line, DianeRavitch.net, and The Atlantic Monthly on line.
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