Overseeing NAEP: The Nation’s Report Card

♪ MUSIC ♪ CARVALHO: Toward what end are we
testing kids? What is the theory of action
behind it? It can not be to simply report
data. It must be with the end goal of
actually improving teaching and learning, and providing a gauge
of national performance that can be trusted by everybody across
all 50 states and provinces. MATTHEWS: There is always a lot
of good conversation around testing and assessment. But I
think that NAEP sits in a space where we can change the game—
really change people’s attitude around testing. ♪ MUSIC ♪ PEISCH: Serving on the Governing
Board, I think, has just further underscored for me the
importance of maintaining good systems that we have, and
more importantly, improving those systems so that every
single child in the country has access to a high-quality
education — and therefore will have the opportunity to lead a
successful and productive life. GARRISON: I think that the work
that they’re doing right now is really important in reaching
out and really encouraging people to know what NAEP is, and
understand what NAEP is, and how important it can be in
telling our country how our students are doing. CARVALHO: Democracy and
education are two sides of the same coin: empowerment
through teaching, through learning, through
elevating the dignity and humanity of kids. MATTHEWS: The end game of
education is that students have knowledge.
How they get the knowledge is just a tactic, is just a
tool. And so things like contextual variables help us
figure that out and help us make sure that we’re creating
multiple opportunities for all kinds of students to
learn anything they want. CARVALHO: I use both NAEP and
TUDA to inform, number one, our kids’ performance on the
national landscape. Also, as an “aha!” moment, giving me an
opportunity to look at other cities across America and
understand their practices that can be imported to perfect
our own. PEISCH: So, it is an opportunity
not only for me to help inform the Board’s decisions, but
just as much an opportunity for me to bring back to
Massachusetts the benefit of the wisdom of those experts on the
Governing Board. GARRISON: Serving on the
Governing Board has definitely changed my idea of teacher
leadership. And I’m sitting around a table with senators
and, you know, all these really bigwig education people—
they look to you because you’re the person who’s in the
classroom with those kids on a daily basis. MATTHEWS: It’s one thing to do
good work— it’s another thing to help other people understand
the work that you do. And NAEP is pushing the
envelope, and I think that that is going to have tremendous
implications. CARVALHO: The ultimate goal is
to produce something that is believable that carries
the highest levels of validity, reliability, and usability— by
educators, by parents, by the consumers of assessment
information, by employers across the country
and the world. ♪ MUSIC ♪

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