California Educator

August 2016

Issue link: http://educator.cta.org/i/712197

Contents of this Issue

Navigation

Page 40 of 59

6. False. ESSA maintains the requirement for statewide annual assessments in grades 3-8 and once in high school for reading and math, and once in each of the following grade spans for science: 3-5, 6-9, 10-12. Those assess- ments must provide valid, reliable, clear and objective data on how all students perform. Results must be reported by student group (at a minimum by race, gender, income, English learner status, and special education status). 7. True. Under ESSA, in section 1111(b)(2)(K) of the new law, states are allowed, if they choose, to allow parents to exempt students from the federally required 17 tests. 8. False. ESSA requires states to adopt "challenging State academic standards" by the 2017-18 school year. States that move to adopt new assessments will need to pass a federal peer review process by which the ED will ensure that the proposed test is in compliance with ESSA. ESSA includes a pilot program that lets up to seven states and a four-state consortium use different types of assessments. Participating states must prove that the pro- posed assessments are aligned to challenging academic standards and generate results that are valid, reliable, and comparable for all students and for each subgroup. Assessments must identify which students are not mak- ing progress toward state standards and generate annual, summative determinations for accountability purposes. 9. True. Finland has no standardized tests. The only excep- tion is what's called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-sec- ondary school, roughly the equivalent of American high school. There are no rankings, no comparisons or compe- tition between students, schools or regions. There are no lists of best schools or teachers in Finland. 10. False. Through their accountability system, states must identify, at minimum, comprehensive support and improvement schools, including those in the low- est-performing 5 percent of Title I schools in the state, and all high schools that fail to graduate two-thirds or more of their students. Any school that consistently underperforms for one or more student groups must be identified. Any whose results for any student subgroup meet the criteria for the lowest-performing 5 percent of Title I schools in the state for students overall must also be identified. ESSA requires this identification and mandates consequences for those schools. States will be able to determine consequences. For more information about ESSA, see getESSAright.org. 20062 School of Education apu.edu/explore/education Attend an information meeting on September 29 at 6 p.m. at any APU campus location. Register today at apu.edu/education/meetings/. Teachers See the Possibilities Whether studying cell membranes or the scientific method, students in Leslie Sandoval's seventh- grade class make connections—to the curriculum, with their teacher and peers, and to the world around them. Azusa Pacific's School of Education prepares educators like Leslie to see and cultivate the potential in every student. Graduates go on to make a lasting difference as creative, collaborative professionals and dedicated advocates for those they serve. Advance your calling with a master's or doctoral degree, credential, or certificate from a top Christian university and join a mentoring community of educators who will help you make an even greater impact. Programs available online and at locations throughout Southern California 6 Lone Hill Middle School, Third Period, Life Sciences, Teacher: Leslie Sandoval, M.A.Ed. '04

Articles in this issue

Links on this page

Archives of this issue

view archives of California Educator - August 2016