Wealthier students tend to score higher on the SAT than other groups of students, raising questions about how accurate of a barometer the test actually is.
Articles on Standardized tests
Displaying 1 - 20 of 36 articles
A study connecting teachers from Chongqing, China and Ontario reveals strengths in Ontario mathematics education, and what could contribute to ongoing improvement.
Strengthening reading instruction is essential, but that doesn’t mean buying commercial programs is the answer — especially when deteriorating classroom conditions drive qualified teachers away.
Educators in a research partnership have found that early math screening is a helpful teaching tool that helps educators target instruction to support children’s math learning.
Calls to reprioritize standardized tests in college admissions have sparked debate over the merits of the exams.
A deep dive into the test’s framework suggests it was designed to fail about the same share of students every year, even if they’d made actual progress from previous years.
A new documentary highlights teaching techniques of an educator who went the extra mile for her students.
A new analysis of standardized test scores from elementary schools in Michigan pinpoints when during the pandemic students fell most behind.
An increasing number of colleges aren’t interested in seeing applicants’ standardized test results.
Teaching students techniques to cope with anxiety and stress can help them bounce back after a hurricane upends their life.
Revamping standardized testing needs to be accompanied with tangible actions to mitigate students’ opportunity gaps at the community level, particularly for racialized students.
Let’s not burden 15-year-old students with a low-value test that does a poor job of evaluating learning.
The problem with chronic absenteeism isn’t so much that kids are missing instruction time; it’s that unexcused absences may indicate crises at home, new research suggests.
Public outcry against standardized testing, along with adjustments required by COVID-19, have led to a new generation of academic tests.
Teacher referrals will replace standardized testing. That could disadvantage already-underrepresented students.
Despite the disruption and challenges of COVID-19, standardized tests for America’s students are expected to proceed this spring or fall. But what will the tests really show?
Four experts weigh in on ways to replenish the US teacher workforce and curb burnout.
The COVID-19 pandemic has dramatically accelerated a growing shift to test-optional admissions policies or scrapping entrance tests altogether.
An admissions dean seeks to take the worry out of applying for college when traditional things like grades, standardized tests and extracurricular activities have been disrupted by COVID-19.
Millions of public school students are learning online, mostly at home. Any standardized tests they take in this unusual school year may not yield reliable data about their academic progress.
Top contributors
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Distinguished Professor, Faculty of Education, Brock University
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Thomas and Dorothy Litwin Professor of American Studies and Dean of the School of Continuing Education and Summer Sessions, Cornell University
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Associate Professor of Education Leadership Management and Policy, Seton Hall University
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Clinical Associate Professor of Special Education, Wheelock College of Education and Human Development, Boston University
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Professor of Business Administration, Harvard University
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Assistant Professor of Mathematics Education, University of Maryland, Baltimore County
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Professor of Psychology, Rutgers University - Newark
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Professor, University of Cape Town
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Associate Professor in Higher Education Studies, University of Cape Town
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Clinical Professor of American and New England Studies, Boston University
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Deputy Vice-Chancellor, Education, Murdoch University; Professor of Measurement, Assessment and Evaluation, Murdoch University
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EdD graduate, OISE, University of Toronto
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Associate Dean, School of Graduate Studies & Professor, Faculty of Education, Queen's University, Ontario
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Professor of Political Science, Fordham University
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Faculty Director for Professional Education, BU School of Education, Boston University