Ad HOC Committee to Test the Teacher Test
(CFN contact) Clark Fowler
C/o Center for the Study of Testing, Evaluation, and Educational Policy
Campion Hall, Boston College
Chestnut Hill, MA 02167
(617)552-4521 phone
(617)552-8419 fax
http://wwwcsteep.bc.edu/

Center for the Study of Testing, Evaluation and Educational Policy
Senior Research Associate, Professor Walt Haney
Campion Hall, Boston College
Chestnut Hill, MA 02167
(617)552-4521 phone
(617)552-8419 fax
wwwcsteep.bc.edu/
haney@bc.edu

FairTest: The National Center for Fair & Open Testing
Director, Monty Neil
(CFN contact) Program Manager, Karen Hartke
342 Broadway Cambridge, MA 02139
(617)864-4810
fax: (617) 497-2224
Website: www.FairTest.org,
e-mail: FairTest@aol.com

Learn and Serve.
1201 New York Avenue, NW
Washington, DC 20525
(202) 606-5000
www.learnandserve.org

Mass Insight Education and Research Institute
(CFN contact) Linda Neri, Communications Director
18 Tremont Street, Suite 930
Boston, MA 02108
(617) 722-4160
www.massinsight.com

YMCA Earth Service Corps
(CFN contact) Regional Director, Patty Hession
316 Huntington Avenue
Boston, MA 02115
(617) 927-8144
www.yesc.org

YMCA Earth Service Corps.
909 Fourth Avenue
Seattle, Washington 98104
(800) 733-YESC
www.yesc.org

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Story contacts (The following is a list of people who have already been contacted by CFN and have agreed to speak with the press.)

Karen Hartke
Program Manager
342 Broadway
Cambridge, MA 02139
(617) 864-4810
FairTest@aol.com
www.fairtest.org

Patty Hession
Regional Director
YMCA Earth Service Corps.
316 Huntington Avenue
Boston, MA 02115
(617) 927-8144
phession@ymcaboston.org

Linda Neri
Communications Director
Mass Insight Education
18 Tremont Street, Suite 930
Boston, MA 02108
(617) 722-4160

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Experts (The following is a list of people who have already been contacted by CFN and have agreed to speak with the press.)

Douglas Archbald, Ph.D.
University of Delaware
Office of Public Relations
150 South College Avenue
Newark, DE 19716
(301) 831-6408
Relevant area: Testing and assessment

Clark Fowler
Salem State College
352 Lafayette Street
Salem, MA 01970
(978) 542-7041
clark.fowler@salem.mass.edu
Relevant area: Teacher testing

Adam J. Goodman, Ph.D.
University of Colorado
The LEAD Institute
400 Norlin Library, Campus Box 363
Boulder, CO 80309
(303) 492-8342
adam.goodman@colorado.edu
Relevant area: Director of the LEAD Institute

Walt Haney
Senior Research Associate
Center for the Study of Testing, Evaluation and Educational Policy
Campion Hall, Boston College
Chestnut Hill, MA 02167
(617)552-4521 phone
(617)552-8419 fax
http://wwwcsteep.bc.edu
haney@bc.edu
Relevant area: Student testing

Gary Hesser
Augsburg College
College Relations Office
Campus Box 145
2211 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1664
hesser@augsburg.edu
Relevant: Experiential education, service learning and internships

Marilyn Segal
Project Director
Citizens for Public Schools
126 High Street
Boston, MA 02110
(617) 457-8890
marilyncps@ajcongress-ne.org
Relevant area of expertise: Testing and evaluation of students

Loretta "Lorrie" Shepard
University of Colorado
Office of Public Relations
Campus Box 9
Boulder, CO 80309
(303) 492-8108
lorrie.shepard@Colorado.edu
Relevant area of expertise: Nationally recognized expert on K-12 standardized testing

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Background (The following is a compilation of research, statistics, and clinical data.)

Testing Students

In urban areas, an especially high percentage of students would fail to graduate if they were held to what, in MCAS terms is currently deemed "failing." In 1998 in Boston, for instance, more than 50% of students in all high schools except for the exam schools earned "failing scores" in the subjects, English, math, and science and technology. (Conroy, Steve. "Passing grade for MCAS weighs heavy on board." The Boston Herald (October 7, 1999): p.10)

Data from National Assessment of Educational Progress (NAEP) reveal a strong and clear negative relationship between having a mandatory high school graduation test (HSGT) and having a greater than the national average percentage of students reaching the "proficient" level or better. A clear and strong positive relationship is apparent between having a high stakes graduation test and having fewer than the national average students attain even the "basic" level on the math tests. (Neill, Monty "High Stakes Tests Do Not Improve Student Learning." A FairTest Report (January 1998) Retrieved from www.fairtest.org)

Statewide, in 1998 50% of 10^th-graders failed the math exam. (Conroy, Steve. "Passing grade for MCAS weighs heavy on board." The Boston Herald (October 7, 1999): p.10)

Lower scores (NAEP) are associated with practices commonly found to accompany test-driven schooling. (Neill, Monty "High Stakes Tests Do Not Improve Student Learning." A FairTest Report (January 1998) Retrieved from www.fairtest.org)

Board of Education Chairman, James A. Peyser said, "MCAS is about two inseparable things: accountability and improvement. For the first time, we are developing the capability to measure performance of our schools over time." (Pressley, Darrell S. "School and District 1999 MCAS Scores Released." Massachusetts Department of Education (December 8,1999) Retrieved from www.doe.mass.edu)

While critics of the MCAS claim it’s too narrow a tool to be used to determine who gets a diploma and who doesn’t, many young adults looking for work have been judged largely on test scores for years. Businesses rely on tests because they reached the conclusion that high school diplomas weren’t uniform in quality. (Hayward, Ed. "Beyond MCAS: Employers Have Their Own Testing" The Boston Herald (December 6, 1999)

When the district-by-district scores were released in December, 1999, Boston Public Schools Superintendent, Payzant was one of the few city superintendents who could point to gains in virtually every MCAS category. (Conroy, Steve. "Boston Makes Gains, Still Has a Way to Go" The Boston Herald (December 8, 1999)

In December, 1999, MCAS scores for the city of Boston improved in all but one category more than statewide scores improved. ("Editorial; Proof the Kids Can Learn" The Boston Herald (December 8, 1999)

Overall support for MCAS testing as a graduation requirement remains surprisingly strong, with 65% of public school parents and 70% of the public favoring high stakes for students. (Guenther, William H. "High Stakes and High Standards: Holding the Line on MCAS and Standards-Based Reform" Mass Insight Education (Retrieved from www.massinsight.com)

Over 80% of teachers surveyed felt that service-learning was likely to increase academic achievement and provide increased exposure to social justice issues. ("National Evaluation of Learn and Serve America." Center for Human Resources, Brandeis University (July 1999))

A national study of Learn and Serve America (an organization that supports service learning programs in schools and the community) programs suggests that effective service-learning programs improve academic grades, increase attendance in school, and develop personal and social responsibility. (Learn and Serve. 1201 New York Avenue, NW Washington, DC 20525 (202) 606-5000 www.learnandserve.org)

The Learn and Serve programs produced positive, statistically significant impacts on two measures- school engagement and math grades. They also produced marginally significant impacts for science grades and core grade point average. ("National Evaluation of Learn and Serve America." Center for Human Resources, Brandeis University (July 1999))

Most schools with service-learning cited strengthening relationships among students, the school, and the community as key reasons for practices service-learning. (Skinner Westat, Rebecca. "Service-Learning and Community Service in K-12 Public Schools." National Center for Education Statistics: Statistics in Brief (September 1999))

12 percent of schools with service-learning said that improving student achievement in core academic courses was one of their most important reasons for encouraging student involvement in service-learning. (Skinner Westat, Rebecca. "Service-Learning and Community Service in K-12 Public Schools." National Center for Education Statistics: Statistics in Brief (September 1999))

Over nine out of ten youth surveyed indicated that they felt YMCA Earth Service Corps had a positive impact on their values, and over eight of ten indicated that YMCA Earth Service Corps had positively impacted their social competencies and their identity. (YMCA Earth Service Corps. 909 Fourth Avenue Seattle, Washington 98104 (800) 733-YESC www.yesc.org)

Measures of the Learn and Serve program found a 10% increase in math grades, a 6.5% increase in science, and a 4% increase in core GPA. The change in math grades, for example, represents a increase from a solid C to a C+. ("National Evaluation of Learn and Serve America." Center for Human Resources, Brandeis University (July 1999))

87% of the participants in the Learn and Serve programs believed that they learned a skill that will be useful in the future, and 75% said that they learned more than in a typical class. ("National Evaluation of Learn and Serve America." Center for Human Resources, Brandeis University (July 1999))

53 percent of schools said that they encouraged student involvement in service-learning to help students become more active members of the community. (Skinner Westat, Rebecca. "Service-Learning and Community Service in K-12 Public Schools." National Center for Education Statistics: Statistics in Brief (September 1999))

Over 90% of teachers surveyed saw service-learning as a means of improving student attitudes towards school, increasing career awareness, improving student self esteem, and increasing student social development and involvement in community affairs. ("National Evaluation of Learn and Serve America." Center for Human Resources , Brandeis University (July 1999))

Alliance for Service-Learning in Education Reform. (March 1995) "Standards of Quality for School-Based and Community-Based Service-Learning. "National Service-Learning Clearinghouse

Haney, W., Fowler, C., Wheelock, A., Bebell, D., & Malec, N. (1999) Less truth than error?: An independent study of the Massachusetts Teacher Tests. Education Policy Analysis Archives,7(4).

Learn and Serve. 1201 New York Avenue, NW Washington, DC 20525 (202) 606-5000 www.learnandserve.org.

"National Evaluation of Learn and Serve America." (July 1999) Center for Human Resources, Brandeis University

Neill, Monty & Schaeffer, Bob "High-Stakes Testing Fails to Improve Student Learning." A FairTest Report (January 21, 1998)

Skinner Westat, Rebecca. (September 1999)) "Service-Learning and Community Service in K-12 Public Schools." National Center for Education Statistics: Statistics in Brief

YMCA Earth Service Corps. 909 Fourth Avenue Seattle, Washington 98104 (800) 733-YESC www.yesc.org

Daley, Beth, Judica Vigue, Doreen; Zernike, Kate. "Legislator Aims to Make Community Service Part of Curriculums." The Boston Globe (October 13, 1999) p.B2

Daley, Beth & Vigue, Doreen Iudica. (December 8, 1999). "2 City Schools Shine on MCAS: Edwards and Mather Students’ Scores Up Significantly on Statewide Test" The Boston Globe.

"Education Experts Express Mixed Review on Reform’s Progress." The Associated Press State and Local Wire (October 3, 1999)

Estrin, Robin. "Some Students Balking at MCAS Test." Union-News (April 28, 1999)

Estrin, Robin. "Tests Highlight Inequities between Urban, Suburban Schools." Union-News (December 9, 1998)

Greenberg, Dan. "The Fatal Flaws of MCAS." Metro-West Daily News (February 19, 1999)

Greenberg, Dan. "MCAS is Testing for Unnecessary Knowledge." Metro-West Daily News (February 12, 1999)

Hart, Jordana. (December 8, 1999). "In Harvard, Success Follows Success for a Second Year, Town’s Schools are State’s Top Scorers" The Boston Globe.

Hayward, Ed. "MCAS Scores Point to Urban Troubles" The Boston Herald (December 8, 1999).

Lee Uy, Grace. "IU Civic Literacy Project’s Founder Honored, Program Relates Academic Work." The Courier-Journal (October 7, 1999) p.2B

Marcus, Jon. "The Shocking Truth About Our Public Schools! (They’re Better Than You Think!)." Boston Vol.10 (October 1999) p.70

Natriello, Gary. (November 1998) "The Development and Impact of High Stakes Testing" Teachers College, Columbia University. Retrieved from www.columbia.edu

Neill, Monty. "High-Stakes Testing Flunks." USA Today (September 7, 1999)

Neill, Monty & Schaeffer, Bob "High-Stakes Testing Fails to Improve Student Learning." A FairTest Report (January 21, 1998)

Phelps, Richard P. "Why Testing Experts Hate Testing- excerpts" Fordham Report (January 1999).

"Starting Now" Mass Insight Education (Fall 1999).

Taylor, Jerry. "A View Inside the Classroom." The Boston Globe (October 3, 1999) p.1