|Education, Equity, and the Big Picture|
The nation needs to take a more comprehensive approach to improving educational outcomes for low-income and minority students and English learners.
Read the article by Natalie Nielsen, staff member of the Board on Science Education, in the Spring Issue of Issues in Science and Technology
|Schools Alone Cannot Close Achievement Gap|
A multifaceted strategy can complement school reform by addressing the many out-of-school factors that affect academic performance.
Read the article by Alexandra S. Beatty, staff member of the Testing and Assessment, in the Spring Issue of Issues in Science and Technology
|Do High-Stakes Tests Improve Learning?|
Stuart Elliott, director of the Board on Testing and Assessment, and Sara Frueh, communications officer, wrote an article focused on the policy message in the BOTA report, Incentives and Test-Based Accountability in Education.
The report concludes that test-based incentive programs studied to date do not provide a reliable means of significantly increasing student achievement and offers suggestions about alternate ways that incentive systems might be designed and implemented to obtain better results.
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Trends in Educational Outcomes in the United States: Causes and Consequences from an International Perspective
The objective of this planning meeting was to establish an overall plan for a potential National Research Council study on comparing educational outcomes in the United States with those in other countries.
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Education for Life and Work:
Guide for Practitioners
A new booklet from the Board on Testing and Assessment summarizes key information from the report, Education for Life and Work: Developing Transferable Knowledge in the 21st Century, and describes effective teaching approaches. In addition, it identifies areas of convergence with the learning goals set for mathematics and English language arts by the Common Core State Standards and for science as outlined in the NRC’s Framework for K-12 Science Education.
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