• SAT scores more closely tied to parental income and education than any other data:
2005 college-bound seniors: Total group profile report. (2005). Princeton, NJ: College Board. Retrieved 27 August 2009 from http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2005/2005-college-bound-seniors.pdf
College Board. (2010). SAT trends: Background on the SAT takers in the class of 2010. Princeton, NJ: The College Board. Retrieved 17 August 2011 from http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf
• SAT less predictive than GPA:
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT for predicting first-year college grade point average. College Board Research Report No. 2008-5. New York: The College Board. Retrieved 12 August 2008 from http://professionals.collegeboard.com/profdownload/Validity_of_the_SAT_for_Predicting_First_Year_College_Grade_Point_Average.pdf
• SAT remains racially biased:
Santelices, M. V., & Wilson, M. (2010, Spring). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80(1), 106-133.
• Gender bias in standardized testing:
Spelke, E. S. (2005, December). Sex differences in intrinsic aptitude for mathematics and science? American Psychologist, 60(9),950-958.
Friday, August 19, 2011
Thursday, August 18, 2011
Wednesday, August 17, 2011
Sunday, August 7, 2011
Sunday, December 5, 2010
Lack of positive correlation between test scores and economies
Here is an excerpt of some of Bracey's work on the false claims about test scores from international comparisons and national economies; be sure to scroll down in this post to the quoted section from Bracey.
Thursday, December 2, 2010
Rhee, Colbert. . .and all that jazz. . .
Rhee on Colbert (4th segment)
The education celebrity tour: Legend of the fall, pt. II.
The Daily Censored
http://dailycensored.com/2010/12/02/the-education-celebrity-tour-legend-of-the-fall-pt-ii/
Our Faith in a “Culture of Poverty” Never Left
[and my brief exchange with Colbert; see comment at end]
Report Card 7 from UNICEF (note, especially, pp. 2, 6, 14)
The education celebrity tour: Legend of the fall, pt. II.
The Daily Censored
http://dailycensored.com/2010/12/02/the-education-celebrity-tour-legend-of-the-fall-pt-ii/
Our Faith in a “Culture of Poverty” Never Left
[and my brief exchange with Colbert; see comment at end]
Report Card 7 from UNICEF (note, especially, pp. 2, 6, 14)
Tuesday, November 30, 2010
Monday, November 29, 2010
Wednesday, November 24, 2010
Lessons from Freire
Henry Giroux offers lessons from Freire
An excellent excerpt:
"What Freire made clear is that pedagogy at its best is not about training in techniques and methods, nor does it involve coercion or political indoctrination. Indeed, far from a mere method or an a priori technique to be imposed on all students, education is a political and moral practice that provides the knowledge, skills and social relations that enable students to explore for themselves the possibilities of what it means to be engaged citizens, while expanding and deepening their participation in the promise of a substantive democracy. According to Freire, critical pedagogy afforded students the opportunity to read, write and learn from a position of agency - to engage in a culture of questioning that demands far more than competency in rote learning and the application of acquired skills. For Freire, pedagogy had to be meaningful in order to be critical and transformative. This meant that personal experience became a valuable resource that gave students the opportunity to relate their own narratives, social relations and histories to what was being taught. It also signified a resource to help students locate themselves in the concrete conditions of their daily lives, while furthering their understanding of the limits often imposed by such conditions"
An excellent excerpt:
"What Freire made clear is that pedagogy at its best is not about training in techniques and methods, nor does it involve coercion or political indoctrination. Indeed, far from a mere method or an a priori technique to be imposed on all students, education is a political and moral practice that provides the knowledge, skills and social relations that enable students to explore for themselves the possibilities of what it means to be engaged citizens, while expanding and deepening their participation in the promise of a substantive democracy. According to Freire, critical pedagogy afforded students the opportunity to read, write and learn from a position of agency - to engage in a culture of questioning that demands far more than competency in rote learning and the application of acquired skills. For Freire, pedagogy had to be meaningful in order to be critical and transformative. This meant that personal experience became a valuable resource that gave students the opportunity to relate their own narratives, social relations and histories to what was being taught. It also signified a resource to help students locate themselves in the concrete conditions of their daily lives, while furthering their understanding of the limits often imposed by such conditions"
Monday, November 22, 2010
Monday, November 15, 2010
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