Honest Assessment . . . "How are we Doing"?

I recently read two articles, one by Thomas Friedman, who believes the main issue of this midterm election should be creating jobs. The other described what it took for a large school system to win the million dollar Broad Prize. This prize is based on significant gains in academic achievement among minority and underprivileged students over a three-year period. One clearly concerned with the state of our economy and the other the state of their education system.

What was the thread that weaved throughout these articles?  Authentic and honest assessment. Thomas Friedman stated, " It would require a different kind of politics - one that doesn't conform to either  platform. And, most of all, we will have to have an honest discussion about how we got in this rut." Now, I am not making a political statement just using two different sources to highlight this topic.

The two key reforms adopted by this school system in the mid-90's were; the development and implementation of Academic Knowledge and Skills, providing teachers with exactly what should be taught in each subject and grade level and the standardized test called the Gateway.  The results from this assessment tool identified students who needed additional help and who would benefit from advanced placement. It also determined the areas where teachers needed to improve lessons and type of teacher training to address teachers' needs.  Their position was to teach every child and that ALL students can learn. Keep in mind that there are many components to student achievement and that this article focused on these areas.

Now, to the question, "How are we doing?"  Assessment comes in all shapes and sizes and does not generate the only answer. As educators, as a country we should keep focused on the question and to also ask;  "How do we assess ourselves, our students, our schools and our country to make sure we provide what is needed to be the best  we all can be?"