#naep — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #naep, aggregated by home.social.
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https://youtu.be/u47akvsMT_8?si=tgA74uVPswhcxA9o
Depressing but worth watching nevertheless. I'm not sure about the best way forward.
#USEducation #Education #NationalAsessmentOfEducationalProgress #NAEP
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Mississippi 'miracle' catapults 4th-grade reading scores from bottom into top 10 by getting back to phonics
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Mississippi 'miracle' catapults 4th-grade reading scores from bottom into top 10 by getting back to phonics
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Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
(Washington Post staff; iStock)There is no reading crisis in the U.S. Here’s what’s really happening.
Politicians and journalists are misinterpreting the results of the National Assessment of Educational Progress.
By Paul Thomas
Paul L. Thomas is a professor of education at Furman University and author of “How to End the Reading War and Serve the Literacy Needs of All Students.”
After her controversial appointment, U.S. Education Secretary Linda McMahon posted this apparently uncontroversial claim on social media: “When 70% of 8th graders in the U.S. can’t read proficiently, it’s not the students who are failing — it’s the education system that’s failing them.”
Americans are used to hearing about the nation’s reading crisis. In 2018, journalist Emily Hanford popularized the current “crisis” in her article “Hard Words,” writing, “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s.”
Five years later, New York Times columnist Nicholas Kristof repeated that statistic: “One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading.”
Each of these statements about student reading achievement, though probably well-meaning, is misleading if not outright false. There is no reading crisis in the U.S. But there are major discrepancies between how the federal government and states define reading proficiency.
At the center of this confusion is the National Assessment of Educational Progress, a congressionally mandated assessment of student performance known also as the “nation’s report card.” The NAEP has three achievement levels: “basic,” “proficient” and “advanced.”
The disconnect lies with the second benchmark, “proficient.” According to the NAEP, students performing “at or above the NAEP Proficient level … demonstrate solid academic performance and competency over challenging subject matter.” But this statement includes a significant clarification: “The NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).”
In almost every state, “grade level” proficiency on state testing correlates with the NAEP’s “basic” level; in 2022, 45 states set their standard for reading proficiency in the NAEP’s “basic” range. Therefore, it is inaccurate to say that nearly two-thirds of fourth-graders are not capable readers.
The NAEP has been a key mechanism for holding states accountable for student achievement for over 30 years. Yet, educators have expressed doubt over the assessment’s utility. In 2004, an analysis by the American Federation of Teachers raised concerns about the NAEP’s achievement levels: “The proficient level on NAEP for grade 4 and 8 reading is set at almost the 70th percentile,” the union wrote. “It would not be unreasonable to think that the proficiency levels on NAEP represent a standard of achievement that is more commonly associated with fairly advanced students.”
The NAEP has set unrealistic goals for student achievement, fueling alarm about a reading crisis in the United States that is overblown. The common misreading of NAEP data has allowed the country to ignore what is urgent: addressing the opportunity gap that negatively impacts Black and Brown students, impoverished students, multilingual learners, and students with disabilities.
Continue/Read Original Article Here: Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
#2025 #America #AmericanFederationOfTeachers #Books #DonaldTrump #Education #Health #History #Libraries #LibraryOfCongress #NAEP #Politics #Reading #ReadingCrisis #Resistance #Science #States #TeachingReading #TheWashingtonPost #Trump #TrumpAdministration #UnitedStates
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Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
(Washington Post staff; iStock)There is no reading crisis in the U.S. Here’s what’s really happening.
Politicians and journalists are misinterpreting the results of the National Assessment of Educational Progress.
By Paul Thomas
Paul L. Thomas is a professor of education at Furman University and author of “How to End the Reading War and Serve the Literacy Needs of All Students.”
After her controversial appointment, U.S. Education Secretary Linda McMahon posted this apparently uncontroversial claim on social media: “When 70% of 8th graders in the U.S. can’t read proficiently, it’s not the students who are failing — it’s the education system that’s failing them.”
Americans are used to hearing about the nation’s reading crisis. In 2018, journalist Emily Hanford popularized the current “crisis” in her article “Hard Words,” writing, “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s.”
Five years later, New York Times columnist Nicholas Kristof repeated that statistic: “One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading.”
Each of these statements about student reading achievement, though probably well-meaning, is misleading if not outright false. There is no reading crisis in the U.S. But there are major discrepancies between how the federal government and states define reading proficiency.
At the center of this confusion is the National Assessment of Educational Progress, a congressionally mandated assessment of student performance known also as the “nation’s report card.” The NAEP has three achievement levels: “basic,” “proficient” and “advanced.”
The disconnect lies with the second benchmark, “proficient.” According to the NAEP, students performing “at or above the NAEP Proficient level … demonstrate solid academic performance and competency over challenging subject matter.” But this statement includes a significant clarification: “The NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).”
In almost every state, “grade level” proficiency on state testing correlates with the NAEP’s “basic” level; in 2022, 45 states set their standard for reading proficiency in the NAEP’s “basic” range. Therefore, it is inaccurate to say that nearly two-thirds of fourth-graders are not capable readers.
The NAEP has been a key mechanism for holding states accountable for student achievement for over 30 years. Yet, educators have expressed doubt over the assessment’s utility. In 2004, an analysis by the American Federation of Teachers raised concerns about the NAEP’s achievement levels: “The proficient level on NAEP for grade 4 and 8 reading is set at almost the 70th percentile,” the union wrote. “It would not be unreasonable to think that the proficiency levels on NAEP represent a standard of achievement that is more commonly associated with fairly advanced students.”
The NAEP has set unrealistic goals for student achievement, fueling alarm about a reading crisis in the United States that is overblown. The common misreading of NAEP data has allowed the country to ignore what is urgent: addressing the opportunity gap that negatively impacts Black and Brown students, impoverished students, multilingual learners, and students with disabilities.
Continue/Read Original Article Here: Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
#2025 #America #AmericanFederationOfTeachers #Books #DonaldTrump #Education #Health #History #Libraries #LibraryOfCongress #NAEP #Politics #Reading #ReadingCrisis #Resistance #Science #States #TeachingReading #TheWashingtonPost #Trump #TrumpAdministration #UnitedStates
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Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
(Washington Post staff; iStock)There is no reading crisis in the U.S. Here’s what’s really happening.
Politicians and journalists are misinterpreting the results of the National Assessment of Educational Progress.
By Paul Thomas
Paul L. Thomas is a professor of education at Furman University and author of “How to End the Reading War and Serve the Literacy Needs of All Students.”
After her controversial appointment, U.S. Education Secretary Linda McMahon posted this apparently uncontroversial claim on social media: “When 70% of 8th graders in the U.S. can’t read proficiently, it’s not the students who are failing — it’s the education system that’s failing them.”
Americans are used to hearing about the nation’s reading crisis. In 2018, journalist Emily Hanford popularized the current “crisis” in her article “Hard Words,” writing, “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s.”
Five years later, New York Times columnist Nicholas Kristof repeated that statistic: “One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading.”
Each of these statements about student reading achievement, though probably well-meaning, is misleading if not outright false. There is no reading crisis in the U.S. But there are major discrepancies between how the federal government and states define reading proficiency.
At the center of this confusion is the National Assessment of Educational Progress, a congressionally mandated assessment of student performance known also as the “nation’s report card.” The NAEP has three achievement levels: “basic,” “proficient” and “advanced.”
The disconnect lies with the second benchmark, “proficient.” According to the NAEP, students performing “at or above the NAEP Proficient level … demonstrate solid academic performance and competency over challenging subject matter.” But this statement includes a significant clarification: “The NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).”
In almost every state, “grade level” proficiency on state testing correlates with the NAEP’s “basic” level; in 2022, 45 states set their standard for reading proficiency in the NAEP’s “basic” range. Therefore, it is inaccurate to say that nearly two-thirds of fourth-graders are not capable readers.
The NAEP has been a key mechanism for holding states accountable for student achievement for over 30 years. Yet, educators have expressed doubt over the assessment’s utility. In 2004, an analysis by the American Federation of Teachers raised concerns about the NAEP’s achievement levels: “The proficient level on NAEP for grade 4 and 8 reading is set at almost the 70th percentile,” the union wrote. “It would not be unreasonable to think that the proficiency levels on NAEP represent a standard of achievement that is more commonly associated with fairly advanced students.”
The NAEP has set unrealistic goals for student achievement, fueling alarm about a reading crisis in the United States that is overblown. The common misreading of NAEP data has allowed the country to ignore what is urgent: addressing the opportunity gap that negatively impacts Black and Brown students, impoverished students, multilingual learners, and students with disabilities.
Continue/Read Original Article Here: Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
#2025 #America #AmericanFederationOfTeachers #Books #DonaldTrump #Education #Health #History #Libraries #LibraryOfCongress #NAEP #Politics #Reading #ReadingCrisis #Resistance #Science #States #TeachingReading #TheWashingtonPost #Trump #TrumpAdministration #UnitedStates
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Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
(Washington Post staff; iStock)There is no reading crisis in the U.S. Here’s what’s really happening.
Politicians and journalists are misinterpreting the results of the National Assessment of Educational Progress.
By Paul Thomas
Paul L. Thomas is a professor of education at Furman University and author of “How to End the Reading War and Serve the Literacy Needs of All Students.”
After her controversial appointment, U.S. Education Secretary Linda McMahon posted this apparently uncontroversial claim on social media: “When 70% of 8th graders in the U.S. can’t read proficiently, it’s not the students who are failing — it’s the education system that’s failing them.”
Americans are used to hearing about the nation’s reading crisis. In 2018, journalist Emily Hanford popularized the current “crisis” in her article “Hard Words,” writing, “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s.”
Five years later, New York Times columnist Nicholas Kristof repeated that statistic: “One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading.”
Each of these statements about student reading achievement, though probably well-meaning, is misleading if not outright false. There is no reading crisis in the U.S. But there are major discrepancies between how the federal government and states define reading proficiency.
At the center of this confusion is the National Assessment of Educational Progress, a congressionally mandated assessment of student performance known also as the “nation’s report card.” The NAEP has three achievement levels: “basic,” “proficient” and “advanced.”
The disconnect lies with the second benchmark, “proficient.” According to the NAEP, students performing “at or above the NAEP Proficient level … demonstrate solid academic performance and competency over challenging subject matter.” But this statement includes a significant clarification: “The NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).”
In almost every state, “grade level” proficiency on state testing correlates with the NAEP’s “basic” level; in 2022, 45 states set their standard for reading proficiency in the NAEP’s “basic” range. Therefore, it is inaccurate to say that nearly two-thirds of fourth-graders are not capable readers.
The NAEP has been a key mechanism for holding states accountable for student achievement for over 30 years. Yet, educators have expressed doubt over the assessment’s utility. In 2004, an analysis by the American Federation of Teachers raised concerns about the NAEP’s achievement levels: “The proficient level on NAEP for grade 4 and 8 reading is set at almost the 70th percentile,” the union wrote. “It would not be unreasonable to think that the proficiency levels on NAEP represent a standard of achievement that is more commonly associated with fairly advanced students.”
The NAEP has set unrealistic goals for student achievement, fueling alarm about a reading crisis in the United States that is overblown. The common misreading of NAEP data has allowed the country to ignore what is urgent: addressing the opportunity gap that negatively impacts Black and Brown students, impoverished students, multilingual learners, and students with disabilities.
Continue/Read Original Article Here: Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
#2025 #America #AmericanFederationOfTeachers #Books #DonaldTrump #Education #Health #History #Libraries #LibraryOfCongress #NAEP #Politics #Reading #ReadingCrisis #Resistance #Science #States #TeachingReading #TheWashingtonPost #Trump #TrumpAdministration #UnitedStates
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Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
(Washington Post staff; iStock)There is no reading crisis in the U.S. Here’s what’s really happening.
Politicians and journalists are misinterpreting the results of the National Assessment of Educational Progress.
By Paul Thomas
Paul L. Thomas is a professor of education at Furman University and author of “How to End the Reading War and Serve the Literacy Needs of All Students.”
After her controversial appointment, U.S. Education Secretary Linda McMahon posted this apparently uncontroversial claim on social media: “When 70% of 8th graders in the U.S. can’t read proficiently, it’s not the students who are failing — it’s the education system that’s failing them.”
Americans are used to hearing about the nation’s reading crisis. In 2018, journalist Emily Hanford popularized the current “crisis” in her article “Hard Words,” writing, “More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it’s been that way since testing began in the 1990s.”
Five years later, New York Times columnist Nicholas Kristof repeated that statistic: “One of the most bearish statistics for the future of the United States is this: Two-thirds of fourth graders in the United States are not proficient in reading.”
Each of these statements about student reading achievement, though probably well-meaning, is misleading if not outright false. There is no reading crisis in the U.S. But there are major discrepancies between how the federal government and states define reading proficiency.
At the center of this confusion is the National Assessment of Educational Progress, a congressionally mandated assessment of student performance known also as the “nation’s report card.” The NAEP has three achievement levels: “basic,” “proficient” and “advanced.”
The disconnect lies with the second benchmark, “proficient.” According to the NAEP, students performing “at or above the NAEP Proficient level … demonstrate solid academic performance and competency over challenging subject matter.” But this statement includes a significant clarification: “The NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).”
In almost every state, “grade level” proficiency on state testing correlates with the NAEP’s “basic” level; in 2022, 45 states set their standard for reading proficiency in the NAEP’s “basic” range. Therefore, it is inaccurate to say that nearly two-thirds of fourth-graders are not capable readers.
The NAEP has been a key mechanism for holding states accountable for student achievement for over 30 years. Yet, educators have expressed doubt over the assessment’s utility. In 2004, an analysis by the American Federation of Teachers raised concerns about the NAEP’s achievement levels: “The proficient level on NAEP for grade 4 and 8 reading is set at almost the 70th percentile,” the union wrote. “It would not be unreasonable to think that the proficiency levels on NAEP represent a standard of achievement that is more commonly associated with fairly advanced students.”
The NAEP has set unrealistic goals for student achievement, fueling alarm about a reading crisis in the United States that is overblown. The common misreading of NAEP data has allowed the country to ignore what is urgent: addressing the opportunity gap that negatively impacts Black and Brown students, impoverished students, multilingual learners, and students with disabilities.
Continue/Read Original Article Here: Opinion | There is no reading crisis in the U.S. Here’s what’s really happening. – The Washington Post
#2025 #America #AmericanFederationOfTeachers #Books #DonaldTrump #Education #Health #History #Libraries #LibraryOfCongress #NAEP #Politics #Reading #ReadingCrisis #Resistance #Science #States #TeachingReading #TheWashingtonPost #Trump #TrumpAdministration #UnitedStates
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Reddit isn’t just for memes—it’s a decision engine.
Brands like Kraft Heinz are shifting ad spend to engage communities mid-funnel.🛒 For #PublicProcurement, it’s a reminder:
👀 New insights come from new channels.
📝 Market research must evolve.
🗣️ Community voice matters.#StrategicSourcing #NAEP #NIGP #ODLeadership https://adage.com/social-media/reddit/aa-brands-advertising/
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Olive oil producers are turning to biodiversity, circular systems & smarter sourcing to futureproof the industry.
For public procurement leaders, it’s a signal: sustainability is no longer niche—it’s a spec.
#SustainableProcurement #FoodPolicy #NAEP #NIGP #CircularEconomy #OD https://www.foodnavigator.com/Article/2025/07/22/olive-oil-bounces-back-following-drought-and-disease/
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Results are in for the nationwide academic progress test known as the Nation’s Report Card, and Houston ISD students showed slight growth compared to 2022 and are still trailing behind their pre-pandemic scores.
#Education #EducationNews #HISD #Houston #Local #National #News #Texas #HISDSuperintendentMikeMiles #HISDTestScores #HoustonISD #NAEP #NationSReportCard
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The #2024election on November 5th will be an #IQtest for #Americans. We’ll soon see how badly the #US #education system has been damaged by #USpol extremists, ideologues and #Russian pawns since #NAEP standardized test scores and global #PISA rankings peaked decades ago. 🤔
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Will anti-#education #MAGA cult devotee and current #Tennessee Governor #BillLee completely undo the *historic* progress in #NAEP scores made by K-12 students during the bipartisan leadership of pro-education governors #PhilBredesen (D) and #BillHaslam (R) that resulted from #Tennessee winning the ‘#RaceToTheTop ‘? 🤔
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Students in #Tennessee used to rank lowly in #NAEP standardized exams, aka ‘the national report card’. Then the state won the ‘Race to the Top’ to fund educational reform when Democrat Phil Bredesen was Governor. A moderate Republican supported the reforms, and Tennessee saw the fastest improvement in NAEP scores *ever seen*.
Then a #MAGA became Governor
https://www.tennessean.com/story/news/politics/2023/11/06/tennessee-lawmakers-launch-discussions-on-rejecting-federal-k-12-funds/71474076007/ -
It’s easy to predict what will happen to enviable public school rankings in #LoudounCounty , #Virginia if #antiscience and #history #whitewashing #MAGA cult take over the School Board.
We saw it state-wide in #Tennessee ; from the fastest rising #NAEP scores in the state and nation’s history after moderate Democratic and Republican governors, to 🚽 after #MAGA #BananaRepublican #BillLee. 🤷🏻♂️👉 https://tn.chalkbeat.org/2022/10/23/23417316/naep-tennessee-2022-pandemic-test-scores-nations-report-card
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It’s easy to predict what will happen to enviable public school rankings in #LoudounCounty , #Virginia if #antiscience and #history #whitewashing #MAGA cult take over the School Board.
We saw it state-wide in #Tennessee ; from the fastest rising #NAEP scores in the state and nation’s history after moderate Democratic and Republican governors, to 🚽 after #MAGA #BananaRepublican #BillLee. 🤷🏻♂️👉 https://tn.chalkbeat.org/2022/10/23/23417316/naep-tennessee-2022-pandemic-test-scores-nations-report-card
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It’s easy to predict what will happen to enviable public school rankings in #LoudounCounty , #Virginia if #antiscience and #history #whitewashing #MAGA cult take over the School Board.
We saw it state-wide in #Tennessee ; from the fastest rising #NAEP scores in the state and nation’s history after moderate Democratic and Republican governors, to 🚽 after #MAGA #BananaRepublican #BillLee. 🤷🏻♂️👉 https://tn.chalkbeat.org/2022/10/23/23417316/naep-tennessee-2022-pandemic-test-scores-nations-report-card
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It’s easy to predict what will happen to enviable public school rankings in #LoudounCounty , #Virginia if #antiscience and #history #whitewashing #MAGA cult take over the School Board.
We saw it state-wide in #Tennessee ; from the fastest rising #NAEP scores in the state and nation’s history after moderate Democratic and Republican governors, to 🚽 after #MAGA #BananaRepublican #BillLee. 🤷🏻♂️👉 https://tn.chalkbeat.org/2022/10/23/23417316/naep-tennessee-2022-pandemic-test-scores-nations-report-card
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#Tennessee became aware of the educational ‘impact’ of #HillsdaleCollege when governor #BillLee thought it would be a good idea to get out-of-state help with #K12 #education.
After moderate governors from each party - who realize the importance of high-quality #PublicEducation to our future economy - the #NAEP ‘national report card’ said our ‘historic rise’ led the nation in 2013. ✅
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#Tennessee governor #BillLee apparently thinks #HillsdaleCollege is what’s needed to put our #PublicEducation on the ‘correct’ path. 🤔
Previously, the path of #PublicEducation in Tennessee, according to #NAEP , was a HISTORIC RISE. 👉 https://www.tn.gov/former-governor-haslam/news/2013/11/7/tennessee-students-the-fastest-improving-in-the-nation.html
#SaveAmerica from the #MAGA cult of ignorance and hate!
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American #13-year-olds remain far #behind in key #mathandreadingskills, according to the latest data from a long-running national test.
Scores were far #lower in the fall of 2022 compared to the last time the test was administered three years earlier. Making matters worse, even before the #pandemic hit, 13-year-olds had lost ground on the National Assessment of Educational Progress or #NAEP.
https://www.chalkbeat.org/2023/6/21/23767632/naep-math-reading-learning-loss-covid-long-term-trend
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Students’ understanding of history and civics is worsening
https://www.washingtonpost.com/education/2023/05/03/civics-history-education-naep-democracy/
#WashingtonPost #CivicsEducation #HistoryEducation #NAEP #Democracy #EducationCrisis #YouthCivicEngagement #SocialStudies
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Rethinking How We Teach Math: Three Tips for Better Long-term Retention -- THE Journal https://thejournal.com/articles/2023/02/01/rethinking-how-we-teach-math-three-tips-for-better-retention.aspx #math #mathematics #teaching #learning #schools #education #k12 #naep
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Accountabaloney takes a look back at Florida's 2017 study of middle school outcomes and the NAEP. #Education #Florida #Accountabaloney #NAEP https://accountabaloney.com/index.php/2023/01/06/middle-school-naep/
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The Need for More Formative Research in Edtech
We studied products focused on social-emotional learning, parent engagement, elementary math, Spanish reading comprehension, and teacher and administrator efficiency and administrative tools.The types of studies ranged from usability studies to correlational studies and more.
By: Katie Boody Adorno
https://www.gettingsmart.com/2022/12/19/the-need-for-more-formative-research-in-edtech/
#edtech #education #teaching #learning #k12 #formative #naep #gamification #leanlab
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The Need for More Formative Research in Edtech
We studied products focused on social-emotional learning, parent engagement, elementary math, Spanish reading comprehension, and teacher and administrator efficiency and administrative tools.The types of studies ranged from usability studies to correlational studies and more.
By: Katie Boody Adorno
https://www.gettingsmart.com/2022/12/19/the-need-for-more-formative-research-in-edtech/
#edtech #education #teaching #learning #k12 #formative #naep #gamification #leanlab
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The Need for More Formative Research in Edtech
We studied products focused on social-emotional learning, parent engagement, elementary math, Spanish reading comprehension, and teacher and administrator efficiency and administrative tools.The types of studies ranged from usability studies to correlational studies and more.
By: Katie Boody Adorno
https://www.gettingsmart.com/2022/12/19/the-need-for-more-formative-research-in-edtech/
#edtech #education #teaching #learning #k12 #formative #naep #gamification #leanlab
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The Need for More Formative Research in Edtech
We studied products focused on social-emotional learning, parent engagement, elementary math, Spanish reading comprehension, and teacher and administrator efficiency and administrative tools.The types of studies ranged from usability studies to correlational studies and more.
By: Katie Boody Adorno
https://www.gettingsmart.com/2022/12/19/the-need-for-more-formative-research-in-edtech/
#edtech #education #teaching #learning #k12 #formative #naep #gamification #leanlab
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The Need for More Formative Research in Edtech
We studied products focused on social-emotional learning, parent engagement, elementary math, Spanish reading comprehension, and teacher and administrator efficiency and administrative tools.The types of studies ranged from usability studies to correlational studies and more.
By: Katie Boody Adorno
https://www.gettingsmart.com/2022/12/19/the-need-for-more-formative-research-in-edtech/
#edtech #education #teaching #learning #k12 #formative #naep #gamification #leanlab
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What is Measured Learning Measuring?
By Dr. Kecia Ray
If we’re going to improve education, we need to first improve how we measure learninghttps://www.techlearning.com/news/what-is-measured-learning-measuring #naep #education #learning #schools #education
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4 Considerations for Tutoring in the Wake of NAEP
By Anthony Salcito
https://thejournal.com/articles/2022/12/14/4-considerations-for-tutoring-in-the-wake-of-naep.aspx #education #k12 #teaching #tutoring #school #learning #naep
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Learning Loss Is Worse than NAEP Showed. Middle School Math Must Be the Priority
Wakelyn: Tracking the same students from grade to grade makes clear the decline in middle school math is four times greater than the drop in English
By David Wakelynhttps://www.the74million.org/article/learning-loss-is-worse-than-naep-showed-middle-school-math-must-be-the-priority/ #naep #learning #k12 #education #teaching #math
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The U.S. Department of #Education is looking for a Deputy Executive Director to serve as chief of staff and principal advisor for the National #Assessment Governing Board, which sets policy for #NAEP.
Applications are due 11/18. See the full posting at https://www.usajobs.gov/job/684613200
#K12 #K12Education #Government #GovJobs #FederalJobs #Measurement #Evaluation #Psychometrics #Statistics #FedGov #Communications