A COLLABORATIVE PROGRAM presented by the Donors’ Education Collaborative (DEC), Philanthropy Connects, and Public Education Grantmakers Network (PEGNET), with The New York Community Trust and the Ford Foundation.
WHO SHOULD ATTEND: All interested funders.
How can data-driven systems improve student achievement and reward excellent teaching?
New York uses standardized tests to measure student achievement from third grade through eighth, and requires students to pass Regents exams to graduate from high school. The City includes test data in decisions about whether to promote children from one grade to the next, and wants to use these data in decisions about teacher tenure. But what do these tests actually measure? Are they a fair – and complete – index of student achievement? And, can these tests be used fairly to assess teacher performance and pay increases?
Join your colleagues for a discussion of accountability and assessment that goes beyond the buzzwords.
- What are the elements of an accountability system that supports, measures, and acknowledges school progress towards college readiness for all students?
- How can student assessment data be used to improve teaching, and measure teacher effectiveness?
- What are the implications for City children who are English Language Learners?
- Kris Gutierrez, Inaugural recipient of the University of Colorado at Boulder Provost’s Chair and Professor of Education, University of Colorado at Boulder School of Education.
- Angela Valenzuela, Associate Vice President for School Partnerships, Cissy McDaniel Parker Fellow, Professor at the University of Texas, Austin, and Director of the University of Texas Center for Education Policy.
- Merryl H. Tisch, Chancellor, New York State Board of Regents.
- Fred Frelow (moderator), Program Officer, Ford Foundation.