Dan French reflects on how performance assessments seek to overthrow established power structures in education. Articles from the latest issue of Voices in Urban Education provide inspiration for further thinking.
We are excited to announce the launch of a new blog series, Eight for Equity!, featuring a roundup of eight of our favorite videos, articles, tools, and resources for advancing educational equity.
Considering the subtleties of epistemology in the context of performance assessments could help teachers assess students with more care and accuracy.
Higher test scores do not necessarily equate to quality schools. James Noonan shows how using standardized tests as the singular gauge for school quality affects school and residential segregation.
Our QPA Intern gets a chance to see performance assessments in action at Boston Green Academy, where culturally responsive assessment gives students the agency to create a product that reflects their interests.
"I believe that children are entrusted to us for guidance, compassion, and a quality education. I believe in nurturing a culture of care, that is grounded in having high expectations and providing an equally high level of support for our staff, families, community and most importantly, our students."
The complexity of the family-school relationship is so unique and ever-changing that pre-made, one-size-fits-all programs cannot accomplish the goals so many schools have for engaging families. Rather than a program, success lies in developing an ongoing process at the local level for systematically evaluating the needs of families and staff and then providing programs to meet those needs.
