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	<title>The Core Knowledge Blog &#187; Assessment and Testing</title>
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	<link>http://blog.coreknowledge.org</link>
	<description>Closing the Achievement Gap: Teaching Content</description>
	<lastBuildDate>Sat, 21 Nov 2009 00:44:35 +0000</lastBuildDate>
	
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		<title>Give Me Harvard or Give Me Death</title>
		<link>http://blog.coreknowledge.org/2009/11/10/give-me-harvard-or-give-me-death/</link>
		<comments>http://blog.coreknowledge.org/2009/11/10/give-me-harvard-or-give-me-death/#comments</comments>
		<pubDate>Tue, 10 Nov 2009 13:44:37 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[high-stakes testing]]></category>
		<category><![CDATA[parental anxiety]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3737</guid>
		<description><![CDATA[Parental anxiety is ruining playtime, notes the Washington Post&#8217;s Valerie Strauss.  It&#8217;s not news that lots of preschool parents have become &#8220;super-anxious trying to give their kids a leg up on kindergarten,&#8221; Strauss writes at The Answer Sheet.  &#8220;But I didn&#8217;t realize just how nutty things had become until I talked to several dozen preschool program [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/11/10/give-me-harvard-or-give-me-death/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Farms, Field Trips and Test Scores</title>
		<link>http://blog.coreknowledge.org/2009/10/26/farms-field-trips-and-test-scores/</link>
		<comments>http://blog.coreknowledge.org/2009/10/26/farms-field-trips-and-test-scores/#comments</comments>
		<pubDate>Mon, 26 Oct 2009 13:27:43 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3645</guid>
		<description><![CDATA[The New York Times rode along with 75 Harlem kindergarteners last week on a field trip to the Queens County Farm Museum to  gaze at cows and sheep “not only for a glimpse of rural life, but to rack up extra points on standardized tests.”
New York State’s English and math exams include several questions each [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/26/farms-field-trips-and-test-scores/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>&#8220;Reverse Engineering Academic Upbringing&#8221;</title>
		<link>http://blog.coreknowledge.org/2009/10/19/reverse-engineering-academic-upbringing/</link>
		<comments>http://blog.coreknowledge.org/2009/10/19/reverse-engineering-academic-upbringing/#comments</comments>
		<pubDate>Mon, 19 Oct 2009 09:01:45 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[math]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[remediation]]></category>
		<category><![CDATA[UNLV]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3593</guid>
		<description><![CDATA[The University of Nevada, Las Vegas is launching an ambitious research project to figure out why so many of its freshmen need remediation in reading and math.  Every incoming student will be evaluated &#8220;to reverse-engineer his academic upbringing,&#8221; UNLV president Neal Smatresk tells the Las Vegas Sun.  Since eighty percent of UNLV&#8217;s undergrads come from a [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/19/reverse-engineering-academic-upbringing/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Do NAEP Scores Have Legs at the Polls?</title>
		<link>http://blog.coreknowledge.org/2009/10/15/do-naep-scores-have-legs-at-the-polls/</link>
		<comments>http://blog.coreknowledge.org/2009/10/15/do-naep-scores-have-legs-at-the-polls/#comments</comments>
		<pubDate>Thu, 15 Oct 2009 13:57:53 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Education News]]></category>
		<category><![CDATA[accountability]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3573</guid>
		<description><![CDATA[In New York, 80 percent of 8th graders met the state&#8217;s standards in math this year, up from 59 percent two years ago.  But the National Assessment of Educational Progress (NAEP) results released yesterday paint a different picture.  Only 34 percent of the state&#8217;s 8th graders are considered proficient, a modest increase from 2007 levels.  NAEP scores for the Empire State&#8217;s 4th [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Flatline! Call a Code Blue!</title>
		<link>http://blog.coreknowledge.org/2009/10/14/flatline-call-a-code-blue/</link>
		<comments>http://blog.coreknowledge.org/2009/10/14/flatline-call-a-code-blue/#comments</comments>
		<pubDate>Wed, 14 Oct 2009 19:30:19 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[mathematics]]></category>
		<category><![CDATA[NAEP]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3569</guid>
		<description><![CDATA[Reactions to today&#8217;s dispiriting NAEP scores&#8230;.
&#8220;The trend is flat; it’s a plateau. Scores are not going anywhere, at least nowhere important.  That means that eight years after enactment of No Child Left Behind, the problems it set out to solve are not being solved, and now we’re five years from the deadline and we’re still [...]]]></description>
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		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>NAEP Math Scores Flat for 4th Graders; Up in 8th</title>
		<link>http://blog.coreknowledge.org/2009/10/14/naep-math-scores-flat-for-4th-graders-up-in-8th/</link>
		<comments>http://blog.coreknowledge.org/2009/10/14/naep-math-scores-flat-for-4th-graders-up-in-8th/#comments</comments>
		<pubDate>Wed, 14 Oct 2009 15:02:12 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[mathematics]]></category>
		<category><![CDATA[NAEP]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3564</guid>
		<description><![CDATA[New NAEP scores are out this morning:  No increase for 4th graders from 2007 to 2009; 8th graders are up two points.  From the IES release:
For the first time since the assessment began, 4th graders showed no overall increase at the national level, although they scored significantly higher in 2009 than when the assessment began in 1990.  [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/14/naep-math-scores-flat-for-4th-graders-up-in-8th/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Grading the Common Core Standards</title>
		<link>http://blog.coreknowledge.org/2009/10/08/grading-the-common-core-standards/</link>
		<comments>http://blog.coreknowledge.org/2009/10/08/grading-the-common-core-standards/#comments</comments>
		<pubDate>Thu, 08 Oct 2009 13:42:08 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education News]]></category>
		<category><![CDATA[Checker Finn]]></category>
		<category><![CDATA[common core standards]]></category>
		<category><![CDATA[Fordham Foundation]]></category>
		<category><![CDATA[NAEP]]></category>
		<category><![CDATA[PISA]]></category>
		<category><![CDATA[TIMSS]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3506</guid>
		<description><![CDATA[A new report from the Fordham Foundation gives a grade of &#8220;B&#8221; to the draft of the proposed &#8220;Common Core&#8221; standards in ELA and Math.
Fordham&#8217;s report, Stars by Which to Navigate: Scanning National and International Standards in 2009, asked subject-matter experts to review the &#8220;content, rigor, and clarity of the first public drafts of the &#8216;Common [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/08/grading-the-common-core-standards/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Gimme One Good Reason</title>
		<link>http://blog.coreknowledge.org/2009/10/02/gimme-one-good-reason/</link>
		<comments>http://blog.coreknowledge.org/2009/10/02/gimme-one-good-reason/#comments</comments>
		<pubDate>Fri, 02 Oct 2009 19:02:54 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[national standards]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3459</guid>
		<description><![CDATA[I&#8217;ve been as critical of the squishy, content-free proposed national ELA standards as anyone, but over at Flypaper Eric Ulas reminds us that there is at least one good reason to support national standards: an end to the, er, impressionistic definitions of reading proficiency from state to state.  Ulas assumes we would have a single [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/02/gimme-one-good-reason/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Inferencing Test</title>
		<link>http://blog.coreknowledge.org/2009/10/01/inferencing-test/</link>
		<comments>http://blog.coreknowledge.org/2009/10/01/inferencing-test/#comments</comments>
		<pubDate>Thu, 01 Oct 2009 14:33:56 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[reading comprehension]]></category>
		<category><![CDATA[reading strategies]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3432</guid>
		<description><![CDATA[“After failing to move a runner past first base for the entire game, the Giants sent Davis to the plate with the potential tying and winning runs in scoring position.  Unfortunately, he hit into a 6-4-3 double play to end the game.”

 How many outs were there when Davis came to bat?
To whom did he hit [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/01/inferencing-test/feed/</wfw:commentRss>
		<slash:comments>22</slash:comments>
		</item>
		<item>
		<title>Moving the Chains</title>
		<link>http://blog.coreknowledge.org/2009/09/30/moving-the-chains/</link>
		<comments>http://blog.coreknowledge.org/2009/09/30/moving-the-chains/#comments</comments>
		<pubDate>Wed, 30 Sep 2009 14:04:19 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Arne Duncan]]></category>
		<category><![CDATA[federal budget]]></category>
		<category><![CDATA[merit pay]]></category>
		<category><![CDATA[Race to the Top]]></category>
		<category><![CDATA[standardized testing]]></category>
		<category><![CDATA[tenure]]></category>
		<category><![CDATA[test scoring]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3438</guid>
		<description><![CDATA[Football fans see it time and again:  It’s 4th down and short yardage.  An official standing 30 or 40 feet away from the play sees a running back hurl himself full throttle into a forest of 300-pound linemen and disappear beneath a collapsing pile of players, a football buried somewhere against his body.   Chaos everywhere, [...]]]></description>
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		<slash:comments>3</slash:comments>
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