A New Vision for State Assessments
No one is perfectly satisfied with the current suite of state assessments.
Explore commentary and stories from Chad Aldeman, K-12 policy and school finance expert, on the evolving landscape of educational recovery and progress.
No one is perfectly satisfied with the current suite of state assessments.
The education sector is entering a new era, and the playbook has to be different than it has been for the last few years.
Schools buy a lot of stuff. And many of those things are made internationally. So, as President Trump imposes tariffs on foreign-made goods, that will raise prices on schools and mean they either need to buy fewer things or find savings elsewhere, such as by reducing their expenditures on staff.
The Washington Post ran an article recently that was ostensibly about the U.S. women’s national soccer team. It focused on their coach’s embrace of a concept she calls “positive discomfort,” the idea that someone can’t reach their full potential without pushing themselves beyond their normal comfort zone.
When I first heard about Louisiana’s effort to streamline state and federal funding programs, it immediately made sense to me. Why have districts submit separate budgets and plans for multiple different programs, each with their own priorities, timelines, and reporting requirements?
Welcome to Fall, the season of football, pumpkin spice lattes, and finally seeing your child’s results from state tests they took last Spring.
As part of its redesigned school performance and support framework, last month Virginia adopted a new math acceleration indicator which will nudge schools to enroll more middle school student in advanced math courses.
I thought I understood the chronic absenteeism problem. Kids were disengaged during the pandemic and lost the habit of going to school regularly. Plus, the virus and flu were still circulating, which forced kids to stay home. That story is a generic one. The virus and flu should affect all kids equally, right?
Humans are lazy. I don’t mean that in a negative sense. But we all take shortcuts, we use rules of thumb, and we generally try to make things as easy as possible on ourselves.
Math performance among New Mexico’s 8th graders has fallen 15 points in the last decade, grounding scores to a two-decade low. Yet, despite the alarming state of learning, New Mexico leaders appear to be walking back an accountability system that was originally touted by a panel of independent, national experts as one of the best in the country.
From an education policy perspective, there’s not much to say about last night’s presidential debate.
Algebra is a gateway toward more advanced mathematics courses, and passing the course in 8th grade is a strong predictor of future college success.
Chad Aldeman is a nationally recognized expert on education policy, including school finance; teacher preparation, evaluation, and compensation; and state standards, assessment, and accountability. Chad has worked at the Edunomics Lab at Georgetown University, Bellwether Education, and the U.S. Department of Education during the Obama Administration.
He has published reports on K-12 and higher education accountability systems; school choice; student enrollment; and teacher preparation, evaluations, and compensation. His work has been featured on CNN and NPR and published in the Washington Post, New York Times, and Wall Street Journal. Chad holds a bachelor’s degree from the University of Iowa and a master’s of public policy from the College of William and Mary. Chad is also the founder of ReadNotGuess.com, a program to help parents support their child’s early reading skills.
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