For More Information:
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Michael Carr, NASSP: (703) 860-0200
Sue Swaim, NMSA: 1-800-528-NMSA

FOR IMMEDIATE RELEASE
October 23, 2001

News Release

Smarter Testing -- New Guide for States

"Ultimate test of education bill's accountability decrees will be in the states"

Washington, D.C.- Five leading education groups, representing more than 2.7 million teachers, principals, superintendents, education employees and parents, took action today to prepare states for the new testing and accountability measures included in the federal education bill slated for final passage this fall. The American Association of School Administrators, National Association of Elementary School Principals, National Association of Secondary School Principals, National Education Association, and National Middle School Association released a new independent commission report that offers nine requirements for states to design tests that promote better teaching and learning.

"In the rush to implement testing systems, too few states have tests that are designed to help teachers improve teaching methods and curriculum or are useful in helping children learn higher level thinking skills," said the five groups in a joint statement. "As educators closest to America's students, we recognize that current tests fall short in the effort to improve teaching and learning. As state-mandated tests continue to be the measure of school quality, it is imperative that quality tests be implemented in a way that helps students achieve and acquire a love of learning."

The report, titled Building Tests to Support Instruction and Accountability - A Guide for Policymakers, was issued by an independent commission of leading testing experts, chaired by Dr. W. James Popham, Emeritus Professor at UCLA and author of Testing! Testing! Testing! What Every Parent Should Know About School Tests. "There is no doubt that the kinds of tests being used in today's educational accountability programs are causing educational harm, perhaps irreparable, to thousands of American children," said Dr. Popham. "It is possible to install accountability tests that will not only provide credible and accurate information about education's success, but can also help improve teaching quality and decision-making. Better tests will mean the nation's children can be better taught. State policymakers face a momentous opportunity to implement the new federal testing requirements in a positive way."

Following is a synopsis of the NINE REQUIREMENTS in the report. (The full report can be accessed online at www.aasa.org; www.naesp.org; www.principals.org; www.nea.org; and www.nmsa.org.)

1. A state's content standards must be prioritized to support effective instruction and assessment.

2. A state's high-priority content standards must be clearly and thoroughly described so that the knowledge and skills students need to demonstrate competence are evident.

3. The results of a state's assessment of high-priority content standards should be reported standard-by-standard for each student, school, and district.

4. A state must provide educators with optional classroom assessment procedures that can measure students' progress in attaining content standards not assessed by state tests.

5. A state must monitor the breadth of the curriculum to ensure that instructional attention is given to all content standards and subject areas, including those that are not assessed by state tests.

6. A state must ensure that all students have the opportunity to demonstrate their achievement of state standards; consequently, it must provide well-designed assessments appropriate for a broad range of students, with accommodations and alternate methods of assessment available for students who need them.

7. A state must generally allow test developers a minimum of three years to produce statewide tests that satisfy Standards for Educational and Psychological Testing and similar test-quality guidelines.

8. A state must ensure that educators receive professional development focused on how to optimize children's learning based on the results of instructionally supportive assessments.

9. States should continually track progress to ensure that tests are a) appropriate for the accountability purposes for which they are used, b) appropriate for determining whether students have attained state standards, c) appropriate for enhancing teaching, and d) not the cause of negative consequences.

The five convening education organizations will assess the extent to which the states are meeting the Commission's recommendations and will report their findings next year.

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The National Education Association is the nation’s largest professional employee organization, representing 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.