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Letter Report to the U.S. Department of Education on the Race to the Top Fund (2009)

Chapter: Attachment A: Membership of the Board on Testing and Assessment

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Suggested Citation:"Attachment A: Membership of the Board on Testing and Assessment." National Research Council. 2009. Letter Report to the U.S. Department of Education on the Race to the Top Fund. Washington, DC: The National Academies Press. doi: 10.17226/12780.
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Comments on Race to the Top Proposal Attachment A: Membership of the Board on Testing and Assessment Edward H. Haertel (Chair), School of Education, Stanford University Lyle Bachman, Department of Applied Linguistics, University of California, Los Angeles Stephen Dunbar, College of Education, University of Iowa David J. Francis, Department of Psychology, University of Houston Arthur Goldberger6, Department of Economics, Emeritus, University of Wisconsin–Madison Michael Hout, Graduate Group in Sociology and Demography, University of California, Berkeley Michael Kane, Research and Development Division, Educational Testing Service Kevin Lang, Department of Economics, Boston University Michael Nettles, Policy Evaluation and Research Center, Educational Testing Service Diana Pullin, Lynch School of Education, Boston College Brian Stecher, Education Program, RAND Mark R. Wilson, Graduate School of Education, University of California, Berkeley Rebecca Zwick, Gevirtz Graduate School of Education, University of California, Santa Barbara Stuart W. Elliott, Board Director Judith Anderson Koenig, Senior Program Officer 6 Was unable to participate in BOTA’s Committee to Respond to the Department of Education RTT Proposal. 15

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 Letter Report to the U.S. Department of Education on the Race to the Top Fund
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This report examines the Race to the Top initiative--a $4.35 billion grant program included in the American Recovery and Reinvestment Act to encourage state-level education reforms. The report strongly supports rigorous evaluations of programs funded by the Race to the Top initiative. The initiative should support research based on data that links student test scores with their teachers, but should not prematurely promote the use of value-added approaches, which evaluate teachers based on gains in their students' performance, to reward or punish teachers. The report also cautions against using the National Assessment of Educational Progress, a federal assessment that helps measure overall U.S. progress in education, to evaluate programs funded by the Race to the Top initiative.

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