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SOURCE Teach Plus
Teach Plus Research Finds Average Test Time Is Less Than Two Percent; Uncovers Wide-Ranging Variations in Testing Time by School District
BOSTON, Feb. 5, 2014 /PRNewswire-USNewswire/ -- A newly released study from Teach Plus demonstrates that urban students spend an average of only 1.7 percent of the school year taking state and district-required tests. The report, "The Student and the Stopwatch: How Much Time is Spent on Testing in American Schools," also finds that students in "high-test" districts spend up to 5x as much time on test taking as students in "low-test" districts.
Teach Plus, a national non-profit that puts teacher leaders at the center of school and system-level reform, conducted the research in 12 urban and 20 surrounding suburban districts nationwide, with input from hundreds of kindergarten, third and seventh grade teachers. The report was unveiled at a February 5 launch event at the Thomas B. Fordham Institute in Washington, D.C.
"The report clearly demonstrates that the current polarized testing debate is not rooted in the reality our students face across the country," said Dr. Celine Coggins, CEO of Teach Plus. "The amount of time students spend taking tests is considerably lower than most people would estimate. It is time to shift the national conversation on testing from the amount of test time to the quality of tests and ensuring that teachers have the information they need to help their students succeed."
Report findings include:
"As most of the country shifts to Common Core, there is an unprecedented opportunity for districts and states to rethink testing and ensure that the new tests better meet the needs of students, parents, and teachers. Taking the time to do this right by putting teachers at the center of the conversation will benefit students well into the future," said Alice Johnson Cain, Vice President for Policy at Teach Plus.
The report suggests recommendations for district level policymakers, including the following:
About Teach Plus
Teach Plus aims to improve outcomes for urban children by ensuring that a greater proportion of students have access to effective, experienced teachers. Teach Plus runs three programs designed to place teacher leaders at the center of reform: Teaching Policy Fellows, the Teach Plus Network, and T3: Turnaround Teacher Teams. The programs focus on demonstrably effective teachers who want to continue classroom teaching while also expanding their impact as leaders in their schools and in district, state and national policy. Since its inception in August 2009, Teach Plus has grown to a network of more than 14,000 solutions-oriented teachers in six major cities across the country. www.teachplus.org
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