Andrew Ho Profile picture
Oct 21 9 tweets 6 min read
Why is Monday’s “NAEP Day” so important? Don’t we already know about “learning loss” after our @CRPE_edu report and the September 1 @NAEP_NCES release? Here are three reasons why NAEP Day matters. 🧵1/
CRPE Report:…
Sept 1 NAEP LTT:
Reason #1: This is NAEP’s ONE JOB: Assessing Educational Progress. Below is my “four quadrants” framework for test purposes. NAEP sits in the upper left: monitoring progress.… 2/ Image
Tests should follow “the Golden Rule of Testing”: DO NOT CROSS QUADRANTS.
Why can't other tests monitor with authority? State tests can be inflated. Classroom tests can be incomparable. Selection tests can be incomplete. But NAEP? NAEP has one job... It does it with authority. 3/
Reason #2: State Comparisons. Unlike the Sept 1 NAEP release for the nation (coverage here ), Oct 24 also has state and large-district comparisons. 4/ Image
State and district trends feel more relevant (because we are self-centered and competitive?). And state and district trends are more powerful for generating and testing hypotheses about what we could and should do differently in the future. 5/
With NAEP data, @seanfreardon, @FahleErin, @BenjaminRShear, and I have mapped educational opportunity for schools and districts throughout the country, from 2009-2019: More on this soon! @seda_data

Reason #3: Historical perspective. NAEP state trends go back 20+ years. New results should be put in this context.
I have described this as "a decade of progress followed by a decade of stagnation and inequality." But every state has its own story. 7/…
When Monday comes, put your results in perspective. You can see if my "decade of progress, then a decade of inequality" holds true for your state/large district. Track means & variance over time. Here's one pic of G4 Math means. Download your data here: 8/ Image
So, Monday (NAEP Day) is important for 3 reasons:
1) NAEP has authority: This is its 1 job.
2) NAEP enables fairer state/district comparisons.
3) NAEP offers a 20+ year historical perspective.
These data have other strengths & limits. I'll try to say more in the days to come! 8/8 Image

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More from @AndrewDeanHo

Oct 23
On NAEP Eve, my 3rd thread, on "learning loss." At 12AM, people expect NAEP will find "learning loss."
Are results about "learning loss" essential to inform us as we move forward?
Or is the concept of "learning loss," itself, damaging and hurtful?
To me, the answer is: Both. 🧵1/ Image
When I say "learning loss," I try to create a "firewall" between what I say about systems and what I say about kids.
Evidence of "learning loss" shows the debts our society owes to kids. For kids and their parents & teachers, we must build from their strengths, their assets. 2/ Image
I hope my "four quadrants" framework is useful in this debate. NAEP (upper left) monitors aggregate progress. It's not about kids (lower left). It's not even about schools (upper right). It's about our whole system of educational opportunity. 3/
1-pager:… Image
Read 13 tweets
Oct 22
Let's talk "misNAEPery": Common misues of #NAEP results. Here are 3 types of misNAEPery to look out for on Monday's "NAEP Day":
1) correlation-is-causation (@EduGlaze's original definition)
2) psychometric misNAEPery
3) one-true-outcome misNAEPery.
🧵 1/ Image
For each of these misNAEPeries, I try to distinguish between "high crimes" and "misdemeanors."
I used to get a little too gleeful in pointing out misNAEPery.
I now try to ask, "does it really matter?" or "what's the end goal?" before calling someone out for something "wrong." 2/
Type 1 misNAEPery: My leadership or policy caused these NAEP results. @EduGlaze coined misNAEPery in 2013 to refer to this common, predictable tendency among leaders, reporters, and commentators.… 3/ Image
Read 18 tweets
Mar 24, 2021
Over 540 of my colleagues in education and measurement signed this letter asking @SecCardona for blanket state testing waivers.

I usually agree with them. Here, I do not.

Am I Charlie Brown trying to kick Lucy's football? Or do they not see that we have another placeholder? Image
In this @FutureEdGU essay, I argue that state tests have a valuable role to play when stakes are low and funding is plentiful.…
My essay acknowledges the historical harms and overreach of accountability testing and all the dangers of overemphasizing and inflating the role of tests.

But this time is different.

Or it could be.
Read 5 tweets
Mar 23, 2021
State testing programs are heading for an iceberg. We can still turn the ship. I wrote a short essay at @FutureEdGU about how. There is even an 8-step plan. 1/8
The anti-accountability movement has earned a well-deserved victory. I am glad! But its momentum has it poised to strike state tests at exactly the time when tests can be most useful--for allocating unprecedented federal support. 2/8
Federal guidance invites state waivers for accountability and attendance. States should take these invitations! But state tests should happen this spring: They have irreplaceable comparability, alignment, and authority for directing federal support. 3/8
Read 8 tweets
Feb 26, 2021
Monday's @usedgov test-score mandate leaves states drifting into a validity buzz saw.

Let's talk solutions. I propose 3 metrics that all states should report for every school:

1) The Match Rate
2) The Fair Trend
3) The Blind Spot

Feedback welcome.… Image
Without metrics like these, valid interpretations of school and district test scores will be impossible. States trying to "target resources and supports" per @usedgov intentions will fail. Image
States should prepare to define these metrics and answer these questions now. This is a time for an "educational census," not business-as-usual test score reporting. Image
Read 4 tweets

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