Race to the Top Proposals Outline Next Generation of Assessments; Consideration of Students with Disabilities Highlighted

The Obama Administration’s Race to the Top (RTTT) assessment program has received two applications from groups of states looking to embark on the ‘next generation’ of assessments.  Creating new, better, and common assessments has been a cornerstone of the Administration’s RTTT program, recognizing the need to improve the current design of assessments and that assessment data is incomparable between states. 

As CEC has previously reported on this blog, the RTTT program is a collection of education reforms authorized by the American Recovery and Reinvestment Act, better known as the economic stimulus package.  While much of the attention has been on the $4 billion available to states who meet the U.S. Department of Education’s education reform requirements, RTTT also authorized a $350 million grant program to support the development of common assessments among a consortia of states aligned to the recently released Common Core State Standards. 

Last week, Florida – on behalf of the 26-state Partnership for the Assessment of Readiness for College and Careers; and Washington – on behalf of 31 states comprising the SMARTER Balanced Assessment Consortium, submitted applications to the U.S. Department of Education (some states are participating in both consortia).  The applications outline the vision of the development of the assessment systems that the consortia will pursue.

CEC believes it is critical to overhaul the current assessment system, as most assessments were not designed to consider the needs of diverse learners from the creation stage which has resulted in attempts to retrofit these systems to accommodate students with disabilities.  While CEC is pleased that both consortia do emphasize the importance of considering the needs of diverse learners from the beginning of the process, CEC believes that this process must move forward with a deep consideration of how these new, ‘next generation’ of assessments will impact students with disabilities and/or gifts and talents.  Intended and unintended consequences must be considered as the process advances.  Stay tuned for more information as we learn more about this process!

Below are  selected key components of each application:

 Partnership for the Assessment of Readiness for College and Careers
•    Led by Florida, consists of 26 states;
•    Participating states agree to adopt Common Core State Standards, common assessments, and common performance standards with a focus on college and career readiness;
•    Assessments must produce valid and reliable scores for all students;
•    Summative assessments in grades 3-11 given as a combination of assessments provided during the year and at the end of the year;
•    Assessment results are to be available shortly after assessment is completed;
•    Assessments results to be aligned to professional development offerings;
•    Assessments will be computer based;
•    Assessments will include “challenging performance tasks and innovative, computer-enhanced items;
•    Establishment of Committee on Accessibility and Accommodations that will draft a manual for participation and accommodations procedures to be adopted by each of the participating states;
•    Incorporates the principles of Universal Design in the creation of assessments; 
•    Participation of nearly 200 two and four-year institutions of higher education to help design high school assessments to align with post-secondary requirements
•    Full application details.

SMARTER Balanced Assessment Consortium

•    Led by Washington, consists of 31 states;
•    Assessment system must reflect an accurate assessment of all students, including students with disabilities;
•    Assessment systems will be aligned to the Common Core Content Standards;
•    Assessment will be a combination of computer adaptive summative assessments and interim/benchmark assessments;
•    Assessment system will consist of twice-per-year summative exams and optional formative assessments, formative assessments could replace summative exams if students demonstrate proficiency prior to the end of the year exam;
•    Incorporates the principles of Universal Design in the creation of assessments; 
•    Assessment system will provide ongoing support to teachers through professional development opportunities and exemplary instructional materials.

•    Full application details.

The U.S. Department of Education has estimated that two grants will be awarded for approximately $160 million, over four years.  Winners are expected to be announced in September with implementation of the assessments estimated for the 2014-2015 school year.  

Comments

[Sandra Fuller]

Forgive my ignorance, but is this talking about reforming state assessments for all students? Elementary on up? I am so discouraged with the testing inequalities for my students. I want to make a change - Can anyone guide me as to where to begin!

[N Riley]

I see how the RTTT assessment program can create unity and consistency in educational programs across the country by creating a national standard instead of relying on individual state standards. However, I fail to see how this will address the diverse assessment needs of special education students. I feel the government will focus on the majority of regular education students that are fully capable of passing traditional state assessments. Although RTTT intends on creating assessments that "reflect an accurate assessment of all students," this can become a very vague and grey area.

[Les Griffiths]

RTTT sounds good on paper, and it may have good intentions. However, unless it provides real reform for special needs students all it will do is create another assessment monster that leaves students with disabilities behind. A new assessment has to include accomodations for all, in other words it must be able to address all the needs todays students are faced with. Unless that is accomplished it is just another waste of taxpayer dollars. Until the powers at be realize that not every student is capable of an advanced test score we will constantly be spinning our wheels. Not every student is going to go to college and this is an issue that some do not wish to address.

[Christina Zeno]

The nation's education system has become too dependent on testing to serve as a measure of achievement. RTTseems to address concerns that all students are not evaluated at their level. However, the major concern seems to be how each state will interpret and apply use of these assessments, and how will the needs of special education students be addressed. The major ethical issue here is what detemines a level of success? We have to establish a system that is academically sound yet at the same time addresses in a fair and consistent manner the learning styles and needs of all learners.

[Stacy L. Sidney]

As posted by previously participants, this idea is great written, and discussed. However, when will it be implemented into every district. In addition, when are students not just testing all of the time. I have a friend who wants to go to a lower grade because teaching is not fun for her or the students. It is all about the testing. Let's face it not all students are testable at any level.
When are these appropri-ations going to be handed out? Not until 2014-2015 school year. This is a long time to wait for monies. I think that we really need to focus on now, and what is the best science-based practices to ensure that our students' are learning in the best, conducive learning environment for all learning styles, and abilities. As a nation we need to really try to focus on teaching the kids to take tests, not teaching to the test. Teach the students critical thinking skills needed in life, not just in school.

[Ron]

It's time to get the federal government out of education. The little money education gets from D.C. does not begin to cover the time we spend with compliance issues and paperwork required by them. Education was and should be a State and local issue.

[D. Hughes]

I agree that these assessments currently do not meet the needs of students with disabilities. Too often, I think teachers focus on "teaching to the test" so to speak. Students with disabilities do not learn anything from this. As teachers, I feel we need to teach our students skills that will help them be successful in life. I agree with you Stacy that not all students are testable.

[C the Special Ed Taecher]

I feel assessments need to be changed to meet the needs of students with disabilities. Just like teachers need to differentiate instruction, the assessments need to be differentiated as well.