Rowman & Littlefield Publishers
Pages: 176
•
Trim: 6¼ x 9½
978-1-4758-3366-9 • Hardback • May 2017 • $58.00 • (£45.00)
978-1-4758-3367-6 • Paperback • May 2017 • $31.00 • (£25.00)
978-1-4758-3368-3 • eBook • May 2017 • $29.50 • (£25.00)
Philip A. Streifer, PhD, is a consultant, author, recognized educator, and former superintendent of schools in Bristol and Avon, Connecticut and Barrington, Rhode Island. He was Associate Professor at the University of Connecticut and has published several books and articles on assessment, school improvement, and evaluation.
Acknowledgements
Introduction
Chapter One: Accountability on Steroids: How we Got Here
Chapter Two: It’s the Law… Helping Parents Choose Not to Opt Out
Chapter Three: What is the True Purpose of Schooling?
Chapter Four: What Makes for a Good Test?
Chapter Five: How to Cut Back on Testing – Three Models
Chapter Six: The Research on Why Time Matters
Chapter Seven: High School Case Study
Chapter Eight: The Pathway to a Positive Culture
Chapter Nine: What to Do with Reclaimed Instructional Time
Chapter Ten: Epilogue: A Retrospective
Phil Streifer’s new book is a must-read for anyone concerned with testing, data based decision-making, and instruction. Students need more instructional time. Finding the correct balance of testing and assessment with instructional time is an imperative all educators and reformers must consider. Streifer not only understands the concepts, but he has worked as a superintendent and instructional leader to pragmatically address them. This book is timely and clearly written, as well as grounded in research.
— George A. Goens
In this book, Dr. Streifer brilliantly articulates how we have gotten so far out of balance and presents an illuminating path to create more time for learning and authentic use of student achievement data to improve instruction. Dr. Streifer offers an insightful view of the policy roadmap that has led us to our current paradigm. He discusses how the events and decisions over several decades have steered public education off course, resulting in a reduction of instructional time and a misguided accountability reliance on standardized test scores. This books presents a compelling argument for critically examining our use of testing with the goal of developing systems and protocols to use student achievement data to improve instruction. This is a must read for anyone involved in public education policy and especially for building, district, and state level educational leaders.
— Jeffrey A. Schumann, Superintendent of Schools, Enfield, CT
Dr. Phil Streifer’s current book on testing offers a clear analysis of the misunderstandings surrounding testing in our schools. He provides readers with a reasoned approach that has been missing from school reform discussions for years about testing and its place in assessment of student performance. Streifer provides a powerful vision for a comprehensive approach to using testing efficiently and effectively. His book presents persuasive evidence on how educational leaders can bring about meaningful, systemic change to the way testing should be used to assess student performance. This is an important book for educators, parents, and policy makers to read to obtain a comprehensive analysis of the pitfalls of excessive testing in today’s schools.
— Ralph J. Jasparro Ph.D, Educational Leadership Program, Wales University
Phil Streifer has written an important book that challenges the way we’ve organized the work of school systems for a generation. While the standards and accountability movement has led to a collective understanding that we need to serve all children – especially the most vulnerable – at a higher level, Streifer asks whether we’ve gone too far. His experience in higher education, the private sector and the superintendency gives Dr. Streifer a unique perspective to question the status quo, and more importantly, propose viable alternatives. While assessment and metrics are certainly necessary to gauge the progress of schools, Dr. Streifer makes a clear case that they’re not sufficient if we want to achieve new levels of success in American public education. Testing Too Much is an important book for practitioners, policy makers and advocates for public education.
— Joshua P. Starr, EdD, managing partner at the International Center for Leadership in Education; former superintendent and former CEO of Phi Delta Kappa International