On September 24, New Classrooms released its report, “The Iceberg Problem: How Assessment and Accountability Policies Cause Learning Gaps in Math to Persist Below the Surface…and What to Do About It.” It examines the issue of unfinished learning in middle school math and proposes solutions to help kids get back on track.We have launched a new website — icebergproblem.org —
After opening remarks by Paul Ohm, Associate Dean for Academic Affairs at Georgetown University Law Center, New Classrooms CEO and co-founder Joel Rose stepped up to the podium to share key insights from “The Iceberg Problem.”
At the conclusion of Joel’s remarks, he joined a panel alongside Kirsten Baesler (North Dakota Superintendent of Public Instruction), Jim Blew (Assistant Secretary, U.S. Department of Education), Shavar Jeffries (President, Democrats for Education Reform), Karen Nussle (President, Conservative Leaders for Education), and Roberto Rodríguez (President and CEO, Teach Plus) to discuss the nation’s assessment and accountability system and what can be done to put the needs of individual students first. The conversation was hosted by Thomas Toch, Director of FutureEd at Georgetown University.
New Classrooms Chief Program Officer and co-founder Chris Rush brought the event to a close with gratitude and a positive vision for what comes next.
The 74: Rose & Weisberg: Do Kids Fall Behind in Math Because There Isn’t Enough Grade-Level Material, or Because There’s Too Much? It’s Both
One year after TNTP released its vital report, “The Opportunity Myth,” which found that students who don’t meet grade-level standards often never receive grade-level instruction, TNTP CEO Dan Weisberg joined Joel Rose to shed light on how these findings aligned with findings identified in “The Iceberg Problem.” This piece, published in The 74, brings nuanced analysis to a nuanced challenge: ultimately students must achieve grade-level proficiency and we must meet them where they are.
The assessment and accountability system in the United States is based around the theory of equal treatment, with all students in a given academic year experiencing the same content. But equal treatment is not synonymous with equitable treatment. Focusing exclusively on grade-level instruction, with state testing always front of mind, routinely widens existing learning gaps for students coming into middle school with unfinished learning. Joel Rose shares his thoughts in this piece published by the Fordham Institute.
Over the last decade, we have worked with teachers and students in schools across the country, and that work will continue as we advocate for accountability and assessment systems that put the most important stakeholders first: students.
Remember to visit icebergproblem.org to learn more.
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