• Corpus ID: 147426270

The Perfect Storm of Education Reform: High-Stakes Testing and Teacher Evaluation

  title={The Perfect Storm of Education Reform: High-Stakes Testing and Teacher Evaluation},
  author={Sheryl J. Croft and Mari Ann Roberts and Vera L. Stenhouse},
  journal={Social Justice},
Abstract This article examines seemingly disconnected education reform policies and posits that their unprecedented alignment is eroding the bedrock of public education. Using Georgia as an example, the authors demonstrate how neoliberal efforts to reform education occur through three systematic and interconnected fronts: political climate change, the testing industrial complex, and a mesoscale evaluation system. The authors challenge assertions that those reforms increase academic achievement… 

Tables from this paper

Storying Teacher Education Policy: Critical Counternarratives of Curricular, Pedagogical, and Activist Responses to State-Mandated Teacher Performance Assessments.
The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher
Pay for my performance: teachers' experiences with reform-based evaluation tools in a large suburban school district.
Teacher performance evaluations continue to be one of the most debated practices within the formal education system. While the purpose of teacher evaluation is to improve classroom instruction,
Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching
The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students’ results became quality indicators for school administration and
Supporting the integration of evidence into federal educational policy and reform efforts: A navigational framework for educational researchers
Abstract There is an ongoing debate about how best to infuse “evidence” into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has
Embodied Hope in an Urban Elementary School: Stories of Veteran Educators
Neoliberal education policies ignore the intersections of place and race when it comes to accountability at urban schools. The result is schools serving marginalized communities of color often are
Teachers' Perceptions About the Influence of High-Stakes Testing on Students
Teachers’ Perceptions About the Influence of High-Stakes Testing on Students by Sharon Wisdom MA, Georgian Court University, 1998 BS, Montclair State University, 1982 Project Study Submitted in
Reflections from a Science Teacher Educator: Supporting Pre-service Teachers to Teach Science in a Contextualized Manner
The purpose of this chapter is to reflect on the promise and challenges to translate the research findings, presented in the empirical chapters, into the preparation of future science teachers,
Teachers in High-Need School Reform
This chapter is written to highlight the pivotal role of teachers in high-need school reform, reviewing research findings over the past four decades since the publication of A Nation at Risk in the
The control, content, and consequences of edTPA: World language teacher educators’ perceptions
Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content‐specific, standardized portfolio assessment of beginning teacher
Sisyphean neoliberal reforms: the intractable mythology of student growth and achievement master narratives within the testing and TFA era
Abstract Neoliberal discourses defining and measuring ‘student achievement’ and ‘teacher success’ through myopic high-stakes testing-driven criteria for ‘accountability,’ can perpetuate the very


The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the
50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education
Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of
The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
A passionate plea to preserve and renew public education, The Death and Life of the Great American School System is a radical change of heart from one of America's best-known education experts. Diane
Authentic Teacher Evaluation: A Two-Tiered Proposal for Formative and Summative Assessment
If the old line, "What you assess Is what you get," has any currency In the area of teacher assessment, the challenge of coming up with a system for evaluating teachers authentically is of paramount
Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278.
Authors, each of whom is responsible for this brief as a whole, are listed alphabetically. correspondence may be addressed to Educ_Prog@epi.org. Executive summary Every classroom should have a
Problems with Value-Added Evaluations of Teachers? Let Me Count the Ways!
In the United States, but not only here, the movement to evaluate teachers based on student test scores has received powerful political and parental support. The logic is simple. From one testing
Exogenous Variables and Value-Added Assessments: A Fatal Flaw
  • D. Berliner
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2014
Background There has been rapid growth in value-added assessment of teachers to meet the widely supported policy goal of identifying the most effective and the most ineffective teachers in a school
Finishing High School: Alternative Pathways and Dropout Recovery
The authors conclude that schools are apparently doing about as well now as they were forty years ago in terms of graduating students, but the increasingly competitive pressures associated with a global economy make education ever more important in determining personal and national well-being.
Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work
What happens when experienced teachers who are fueled by the moral dimension of teaching find that they can no longer access the moral rewards of the work? Consistent and persistent frustrations in
Finnish Lessons: What Can the World Learn from Educational Change in Finland?
This is a first-hand, comprehensive account of how Finland built a world-class education system during the past three decades. It traces the evolution of education policies in Finland and highlights