Thursday, November 8, 2012

Evaluating Teachers on Student Test Scores Hurts Children the Most

In this guest editorial from The Washington Times, teacher Eileen Riley-Hall, author of Parenting Girls on the Autism Spectrum, writes about how evaluating teachers based on students' test scores hurts children.

SILVER SPRING, Md. -- My daughter Caroline is a bright, sweet, inquisitive thirteen year-old. She also has autism. Over the past seven years of school, Caroline has made amazing progress because she always been included in the general education classroom with the help of a 1:1 aide. In fifth grade she won the spelling bee for her grade. In seventh grade she won a science award. Now, in eighth grade she is learning algebra. For the past three years, she has participated in the school band, playing her very own purple trumpet. Caroline has also made friends, discovered her talents, and found a way to belong. Her work ethic is stellar, and her attitude towards school is unfailingly positive.
However, according to the New York State Education department, Caroline has learned nothing and shown no growth over the course of her entire school career.

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