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Challenge State/district tests are too narrow


Your improvement program covers the full range of standards-based mathematical performance including, for example, non-routine problems and practical uses of mathematics as well as concepts and skills. Your state (or district) tests are much narrower, focused on short items tied to only some standards. But students, teachers and schools are judged on these tests, which have serious consequences for them. How can teachers be helped to tackle the broader program of mathematics described in state standards � the mathematics that students really need to be prepared for future mathematics courses and college?



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