Education Week - April 3, 2013 - 25

EDUCATION WEEK

As reported by many news outlets,
the study’s researchers found that
a diet that was high in processed
meat included additional unhealthy
choices. The men and women in the
study who ate the most processed
meat also ate the fewest fruits and
vegetables and were more likely
to smoke, while men who ate a lot
of meat also tended to have high
alcohol consumption.
A lifetime cut short by unhealthy
choices is not what we wish for
our students. Success in continued
learning and a career may be our
focus, but we can best serve our
students by also nurturing their
physical health.
My interest in school lunchroom
menus began in earnest when I
discovered that during her first
week in kindergarten, my first
grandchild had eaten a hot dog each
day. To this day, processed meats in
various forms are offered regularly
in her school system and in my own
community.
We must revise school menus to
protect and promote the health of
our children. Processed meats must
be eliminated from school lunchroom
menus.
Sally Ann Connolly
Danvers, Mass

The writer has worked as a high school
counselor and teacher.

and research educators. The result
of this operational partnership in
assessment information is hosted
on a secure platform governed with
oversight.
Today, classified information
is routinely shared securely and
responsibly through electronic
means, and this has improved
accessibility and reduced costs.
Why not the edtpa? A
standardized, national teacherSend to:
preparation quality assessment,
which the edtpa promises to be,
holds enormous potential for
Letters should be as normalizing
educational reform by brief as possible,
with a maximum length of 300 words.
the preparation assessment of
young teachers. It is already
driving collaborations that will
raise the bar and help us provide
the best preparation possible while
simultaneously addressing cost.

ewletter@epe.org

APRIL 3, 2013

n

www.edweek.org

25

1/5 H

“I think it is important for students to
WHAT DO YOU THIN
know that high achievers are human. It is
dangerous when we put our heroes on Write a let
to the edi
pedestals and make them gods.”

—Larry Wiener responding to the Commentary
“Lance Armstrong and Teaching Students the Meaning of Integrity” should be as
Letters

1/4 col. v

www. edweek.org/comm/gauld
To read the essay and respond, go to Ü 

Renée A. Middleton

possible, with a ma
length of 300 wo

Dean
The Patton College of Education
Ohio University
Athens, Ohio

WHAT DO
YOU THINK?
Write a letter
to the editor!

Assessment Holds
‘Enormous Potential’
To the Editor:
A few months ago, Education Week
Teacher’s Living in Dialogue blog ran
a guest post from Ann Schulte titled
“Teacher Performance Assessment
Isn’t the Answer” (Dec. 14, 2012) that
raised a concern about Pearson’s
packaged edtpa curriculum. The
push toward a standardized
national teacher-preparation quality
assessment is currently playing out
in edtpa field studies under way in
my home state of Ohio.
While the educational community
awaits the final analysis, the initial
results are promising. However,
it concerns me that the edtpa has
drawn some fire by pulling in a
third party to facilitate the process
of hiring and training assessors,
as well as collecting and scoring
portfolios. Critics claim the third
party has potential for too much
control and untoward influence on
the assessment.
While anyone having a monopoly
on a national assessment is a
reasonable cause for concern, it does
not negate the need for a national
assessment like the edtpa.
Furthermore, it would be difficult
to argue convincingly against the
need to outsource the operational
administration for an assessment
of this magnitude, since it takes
considerable infrastructure and
expert know-how.
The decision to take on an
operational partner should not
be interpreted as a move toward
privatization of the test. The
Stanford Center for Assessment,
Learning, and Equity, or scale, will
continue to own the rights to the
edtpa and to drive the development
of rubrics and instruments of
assessment through ongoing
collaborations with K-12 teachers

WEB COMMENT
of the WEEK

n

COMMENTARY

Send to:

ONLINE

ewletter@ep

n Against the

backdrop of the
Supreme Court
arguments on same-sex marriage, Peter DeWitt
makes a case for addressing the issue in the
classroom in his blog Finding Common Ground.
www.edweek.org/go/GayMarriage

n Last week, Eric Hanushek concluded his
conversation with Deborah Meier in the Bridging
Differences blog. This week, Elliott Witney,
a former KIPP educator and current school
administrator in Texas, begins a one-month
blogging run with Ms. Meier.
www.edweek.org/go/bridge
n Follow Commentary on
Facebook.
www.facebook.com/edweek

n Read what our many opinion

Send to:

ewletter@epe.org
Letters should be as brief as possible,
with a maximum length of 300 words.

bloggers have to say about the
common core.
(Spoiler alert: What they say may
surprise you.)
www.edweek.org/go/opinions-standards

n Follow Commentary on Twitter.

@EdweekComm

Assessing the Impact of New Science Standards
CONTINUED FROM PAGE 23

thing, pressure should promote
learning from what is new and
bold rather than fearing the missteps and failures that accompany
new knowledge.
With the Common Core State
Standards for English/language
arts and mathematics completed,
assessment development well
under way, and testing already in
place in at least one state, there
are already several lessons to be
learned. First, resistance to the
common core is growing in part
because the very idea of reaching
agreement as a nation about goals
for learning has become linked to
high-stakes assessments. Second,
there is growing resentment of
a heavy federal hand in forcing
theoretically voluntary standards
on states through the promise of
Race to the Top rewards in tough
economic times. Finally, there is
a perception of a conflict of interest because the same corporate

entities that sell textbooks and
district data systems also
have a role in test development. We need to step
back from the brink and
avoid all of these pitfalls with the science
standards.
Currently, states
have tests designed
to assess previous
standards iterations.
As long as these assessments are in place
for accountability, they
will command greater attention than the new standards, inhibiting generative
work on their implementation.
Therefore, states that adopt the
next-generation science standards should place a moratorium
on the use of their statewide science tests. However, in order to
maintain momentum, federal
and state authorities should provide grants to states, districts,
curriculum developers, and re-

iStockphoto.com/VolodymyrGrinko

searchers to develop long-term,
comprehensive science and engineering learning, assessment,
and improvement plans, as the
National Research Council has
recommended.

By all means, we should assess the impact of the new
science and engineering
standards on learning.
Every teacher should
h a v e h i g h - q u a l i t y,
curriculum-embedded
assessment tools to
gauge the learning of
every student. Substantial research has
demonstrated that
such formative, justin-time assessment is
a more powerful driver
of improvement than
late-arriving standardized
tests. Alternatively, research
and overall program assessment can be accomplished with
sampling, targeted case studies,
and other analytic strategies. Decisions about high-stakes assessment of science and engineering
will determine whether the new
standards generate a wave of improvement or just another ripple
in the pond. n


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Education Week - April 3, 2013

Table of Contents for the Digital Edition of Education Week - April 3, 2013

Education Week - April 3, 2013
Test Rules Differ Between Groups for Special Ed.
Consortia Struggle With ELL Provisions
FOCUS ON: ASSOCIATIONS: Leadership Shifts in Changing Field
Safety Plan for Schools: No Guns
Access to Common Exams Probed
News in Brief
Report Roundup
Gaps Found in Access to Qualified Math Teachers
DIGITAL DIRECTIONS: 3-D Printing Classes In a Virginia School Attract Global Visitors
Arizona Weighing ‘Performance Funding’ For Schools
L.A. ‘Incubator School’ to Teach Startup Tactics
Blogs of the Week
Cantor Raises Profile on Schooling Issues
Calif. Districts’ Waiver Bid Heads to Review Phase
Policy Brief
Congress Tweaks Special Education Funding Mandates
Marriage Arguments Hit Children’s Issues
ROBIN LAKE & ALEX MEDLER: Do Charter Schools Serve Special-Needs Students? The Answer Is Complicated
ARTHUR H. CAMINS: Assessing the Impact Of New Science Standards
LAURIE BARNOSKI: School Leaders: Make Sure Your Teachers Don’t Lose Heart
Letters
TopSchoolJobs Recruitment
Marketplace
DAVID BERNSTEIN: It’s Time to Mainstream Progressive Education
Education Week - April 3, 2013 - Education Week - April 3, 2013
Education Week - April 3, 2013 - Cover2
Education Week - April 3, 2013 - Access to Common Exams Probed
Education Week - April 3, 2013 - 2
Education Week - April 3, 2013 - 3
Education Week - April 3, 2013 - News in Brief
Education Week - April 3, 2013 - Report Roundup
Education Week - April 3, 2013 - Gaps Found in Access to Qualified Math Teachers
Education Week - April 3, 2013 - 7
Education Week - April 3, 2013 - DIGITAL DIRECTIONS: 3-D Printing Classes In a Virginia School Attract Global Visitors
Education Week - April 3, 2013 - 9
Education Week - April 3, 2013 - L.A. ‘Incubator School’ to Teach Startup Tactics
Education Week - April 3, 2013 - Blogs of the Week
Education Week - April 3, 2013 - 12
Education Week - April 3, 2013 - 13
Education Week - April 3, 2013 - 14
Education Week - April 3, 2013 - 15
Education Week - April 3, 2013 - 16
Education Week - April 3, 2013 - 17
Education Week - April 3, 2013 - Policy Brief
Education Week - April 3, 2013 - Congress Tweaks Special Education Funding Mandates
Education Week - April 3, 2013 - Marriage Arguments Hit Children’s Issues
Education Week - April 3, 2013 - 21
Education Week - April 3, 2013 - ARTHUR H. CAMINS: Assessing the Impact Of New Science Standards
Education Week - April 3, 2013 - LAURIE BARNOSKI: School Leaders: Make Sure Your Teachers Don’t Lose Heart
Education Week - April 3, 2013 - Letters
Education Week - April 3, 2013 - 25
Education Week - April 3, 2013 - Marketplace
Education Week - April 3, 2013 - 27
Education Week - April 3, 2013 - DAVID BERNSTEIN: It’s Time to Mainstream Progressive Education
Education Week - April 3, 2013 - 29
Education Week - April 3, 2013 - 30
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